Publication: Dokuzuncu sınıf matematik dersi kitaplarındaki fonksiyon kavramıyla ilgili görsel objelerin incelenmesi
Abstract
DOKUZUNCU SINIF MATEMATİK DERS KİTAPLARINDAKİ FONKSİYON KAVRAMIYLA İLGİLİ GÖRSEL OBJELERİN İNCELENMESİ Eğitimde belirlenen amaçlara ulaşmada çeşitli faktörler etkili olmaktadır. Bunlardan biri de matematik eğitiminin vazgeçilmezi olan ders kitaplarıdır. Bu anlamda ders kitaplarının içerikleri ve sunum şekli önem kazanmaktadır. Eğitim-öğretim ortamını onlar belirler, öğretilecek materyal çoğunlukla onlarla sınırlıdır. Ders kitapları, renkli resimler, şekil ve tablolar, grafikler, plan ve haritalarla desteklenerek konuların anlaşılırlığı kolaylaştırılmalıdır. Ancak bu şekillerin çok iyi seçilmesi ve metinle sıkı bir ilişki içinde olmaları gerekmektedir. Görselleştirme süreci matematik öğreniminde özellikle problem çözümü başta olmak üzere vazgeçilmez bir olgu olarak düşünülmektedir. Ülkemizde 2005 yılında yürürlüğe giren Ortaöğretim Matematik Öğretim programında yapısalcılığa vurgu yapılmasının ders kitaplarında önceki yıllara kıyasla daha çok görsel öğeye yer verme eğilimini artırdığı gözlenmektedir. Ancak bu eğilimle birlikte ders kitaplarında yer verilen bu görsel öğelerin (resim, şekil, grafik vb.) matematik öğretimi adına ne derece işlevsel oldukları sorusunu akla getirmektedir. Dolayısıyla mevcut araştırma bu soruya cevap bulma amacına yönelik olarak tasarlanmış olup, 9. sınıf matematik ders kitaplarında fonksiyon kavramıyla ilgili olarak kullanılan görsel objelerin (resim, Venn şeması, grafik, permütasyon fonksiyon şeması, fonksiyon makinesi, tablo ) matematik öğretimi açısından işlevlerini ortaya koymayı hedeflemektedir. Bunu gerçekleştirmek için üç tane Türk ve bir tane de Fransız 9. Sınıf ders kitabı görsel objeler bağlamında analiz edilmiştir. Araştırmada nitel araştırma yöntemlerinden biri olan içerik analizi kullanılmıştır. Ders kitaplarında yer alan görsel objeler analiz edilirken, bu görsellerin işlevlerinden hareketle yapılan ve literatürde kullanılan bir sınıflama kullanılmıştır. Bu sınıflamanın dekoratif, temsili, organizasyonel ve bilgilendirici kategorilerinde yapıldığı önceki araştırmalarda da kullanıldığı bilinmektedir. Araştırma sonuçları göstermektedir ki, 9. sınıf ders kitaplarında yer alan fonksiyon kavramıyla ilgili resimler fonksiyonlarına göre sınıflandırıldıklarında neredeyse tamamına yakını dekoratif türde resimlerdir ve bunların yine büyük bir çoğunluğunda metin içinde resme doğrudan bir atıfta bulunulmamaktadır. Venn şeması grafik ve diğer objeler ise genellikle temsili ve bilgilendirici türde görsel objelerdir. Anahtar Sözcükler: Ders kitapları, görsel öğeler, matematik eğitimi.
INVESTIGATING VISUAL OBJECTS RELATED TO THE FUNCTION CONCEPT IN HIGH SCHOOL MATHEMATICS TEXTBOOKS Several factors are effective in achieving the objectives set out in education. One of them is mathematics education textbooks which are indispensable for the teaching of mathematics education. In this sense, the content and presentation of text books is very important. The teaching material is mostly limited by textbooks which determine the educational environment. Many vital properties like children’s cognitive design and acquiring the habit of reading are being formed by textbooks. As it is well known one of the first condition for learning is the interest of ones for learning. Therefore the first service that a textbook should do is how to raise the interest of a learner. Textbooks should not be considered only as tools for reading contemporary and real knowledge but even should be considered in terms of visual and aesthetic values. For this reason, books should be supported by colourful pictures, figures, tables, charts, plans and maps to make easier understanding of subject being presented. If only these pictures should be selected in a very good way and has a very tight relationship with the text. Visualization process in learning mathematics, especially in problem-solving process is considered to be indispensable. Over the past decade there has been increased interest in the role of imagery in developing mathematical understanding. Secondary Mathematics Education program, which came into force in 2005, in our country, is based on emphasis of constructivism which had tendency in increasing visual elements in textbooks compared to previous years. However, given this trend in the textbooks, brings a question to mind that how these visual elements (pictures, figures, graphics, etc.) are functional for teaching mathematics in our country. Thus, the current research was designed for the purpose of finding answers to this question. We used 9th grade mathematics textbooks which contains the concept of function in terms of visual objects (pictures, Venn diagrams, graphics, permutation function diagrams, function machines, tables) that are used for teaching that subject. We used three Turkish and one French textbook of the same grade for analysing visual objects in those books. Our aim is to reveal the functions of images that are used for mathematics teaching in that grade. This study proposes four functions (categories) of visual objects: (a) decorative, (b) representational, (c) organizational, and (d) informational. Our research results show that the classification of pictures in concept of functions in 9th grade textbooks as follows: majority of these pictures do not has a direct reference in the text file that is they are not mentioned anyway. Most of these pictures are decorative that are used in textbooks. Decorative pictures do not give any actual information concerning the solution of the problem. Textbooks, visual object, mathematics education
INVESTIGATING VISUAL OBJECTS RELATED TO THE FUNCTION CONCEPT IN HIGH SCHOOL MATHEMATICS TEXTBOOKS Several factors are effective in achieving the objectives set out in education. One of them is mathematics education textbooks which are indispensable for the teaching of mathematics education. In this sense, the content and presentation of text books is very important. The teaching material is mostly limited by textbooks which determine the educational environment. Many vital properties like children’s cognitive design and acquiring the habit of reading are being formed by textbooks. As it is well known one of the first condition for learning is the interest of ones for learning. Therefore the first service that a textbook should do is how to raise the interest of a learner. Textbooks should not be considered only as tools for reading contemporary and real knowledge but even should be considered in terms of visual and aesthetic values. For this reason, books should be supported by colourful pictures, figures, tables, charts, plans and maps to make easier understanding of subject being presented. If only these pictures should be selected in a very good way and has a very tight relationship with the text. Visualization process in learning mathematics, especially in problem-solving process is considered to be indispensable. Over the past decade there has been increased interest in the role of imagery in developing mathematical understanding. Secondary Mathematics Education program, which came into force in 2005, in our country, is based on emphasis of constructivism which had tendency in increasing visual elements in textbooks compared to previous years. However, given this trend in the textbooks, brings a question to mind that how these visual elements (pictures, figures, graphics, etc.) are functional for teaching mathematics in our country. Thus, the current research was designed for the purpose of finding answers to this question. We used 9th grade mathematics textbooks which contains the concept of function in terms of visual objects (pictures, Venn diagrams, graphics, permutation function diagrams, function machines, tables) that are used for teaching that subject. We used three Turkish and one French textbook of the same grade for analysing visual objects in those books. Our aim is to reveal the functions of images that are used for mathematics teaching in that grade. This study proposes four functions (categories) of visual objects: (a) decorative, (b) representational, (c) organizational, and (d) informational. Our research results show that the classification of pictures in concept of functions in 9th grade textbooks as follows: majority of these pictures do not has a direct reference in the text file that is they are not mentioned anyway. Most of these pictures are decorative that are used in textbooks. Decorative pictures do not give any actual information concerning the solution of the problem. Textbooks, visual object, mathematics education