Publication: Öğretmen adaylarının çoklu temsil kullanma becerilerinin problem çözme başarıları yönüyle incelenmesi: Belirli integral örneği
Abstract
Problem çözme sürecinde, farklı temsilleri kullanmanın, temsiller arası dönüşüm esnekliğine sahip olmanın, kavramsal anlamayı geliştireceği, performansı etkileyebileceği düşünülmektedir. Bu bağlamda belirli integral konusunda kullanılan temsiller ile problem çözme başarıları arasındaki ilişkiye bakılmıştır. Araştırma nitel yorumlayıcı paradigmaya sahip özel durum çalışması olup bir devlet üniversitesinin matematik öğretmenliği ikinci sınıf programına kayıtlı 45 öğrencisi, çalışmanın katılımcılarını oluşturmaktadır. Veri bağlamında ağırlıklı olarak nitel olan çalışmada, çoklu yöntem yaklaşımı kullanılmıştır. Nitel veriler sınıfl andırma yöntemiyle analiz edilmiş, betimsel olarak sunulmuştur. Bulgular, öğretmen adaylarının belirli integral problemleri çözme sürecinde çoklu temsil kullanma becerilerinin yeteri kadar iyi olmadığını göstermiştir. Tek temsil baskınlığıyla çözüme ulaşmaya çalışan adayların temsil dönüşüm becerilerinin zayıf, problem çözme başarılarının da düşük düzeyde olduğu belirlenmiştir. Çalışma bulguları alan yazın ışığında tartışılarak problem çözme başarısını arttırabilecek çeşitli önerilerde bulunulmuştur.
Using diff erent representations and having fl exibility of transition between representations throughout the definite integral problem-solving process are thought to be eff ective on the development of conceptual understanding and students’ performance. Th e study aims at considering the eff ects of representations used in the definite integral on preservices teachers’ problem-solving achievement. Th e research is a case study having qualitative paradigm. Within the context, a case study with 45 pre-services teachers from a mathematics teaching department in a state university has been conducted. Th is study uses multi-method approach to collect the data which are qualitative. Th e data were analyzed and interpreted through classification method and descriptive statistical techniques. Th e findings indicate that the skills of pre-services teachers in using multiple representations within the process of solving certain definite integral problems were not sufficient as required. It was specified that the candidates trying to solve problems with the domination of merely one representation were weak in terms of the transition of representation skills and they were in low level in terms problem-solving. After discussing the findings of the study in the light of the literature some suggestions are given for increasing the problem-solving success.
Using diff erent representations and having fl exibility of transition between representations throughout the definite integral problem-solving process are thought to be eff ective on the development of conceptual understanding and students’ performance. Th e study aims at considering the eff ects of representations used in the definite integral on preservices teachers’ problem-solving achievement. Th e research is a case study having qualitative paradigm. Within the context, a case study with 45 pre-services teachers from a mathematics teaching department in a state university has been conducted. Th is study uses multi-method approach to collect the data which are qualitative. Th e data were analyzed and interpreted through classification method and descriptive statistical techniques. Th e findings indicate that the skills of pre-services teachers in using multiple representations within the process of solving certain definite integral problems were not sufficient as required. It was specified that the candidates trying to solve problems with the domination of merely one representation were weak in terms of the transition of representation skills and they were in low level in terms problem-solving. After discussing the findings of the study in the light of the literature some suggestions are given for increasing the problem-solving success.