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Didaktik Durumlar Teorisi Işığında İlköğretim Öğrencilerine Matematiksel Süreçlerin Yaşatılması

Involving Primary School Students In Mathematical Processes Through Theory of Didactical Situations

Journal Name:

  • Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi

Publication Year:

  • 2013

Key Words:

Keywords (Original Language):

Author NameUniversity of Author
Abstract (2. Language): 
Mathematical processes concept is frequently invoked in curricula but no definition is given. The aim of this paper is to clarify what this concept could mean and, to come up with suggestions about how primary school students could get involved in these processes. Theory of didactical situations, which was developed by Brousseau, was used as theoretical framework and the paper focused on the analysis of an activity designed and carried out on the basis of this theory. This activity, which involved 20 fifth grade students (11-12 years old) and lasted about 75 minutes, came from a number of activities carried out in a project and, in an environment specifically designed. The analysis of the activity showed that theory of didactical situations could provide appropriate tools to involve primary school students in mathematical processes while putting them in the centre of these processes.
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Abstract (Original Language): 
Matematiksel süreçler kavramı son zamanlarda programlarda sıklıkla yer verilen fakat net bir tanımına rastlanmayan bir kavram olarak karşımıza çıkmaktadır. Bu çalışmanın amacı matematiksel süreçler kavramına açıklık getirmek ve ilköğretim öğrencilerine bu süreçlerin nasıl yaşatılabileceği konusunda teori ve uygulama temelli bazı öneriler geliştirebilmektir. Çalışmada matematik eğitimi alanında Guy Brousseau önderliğinde geliştirilmiş olan Didaktik Durumlar Teorisinin prensipleri benimsenmiş ve bu prensipler doğrultusunda tasarlanıp uygulanan bir etkinliğin analizlerine yer verilmiştir. 20 ilköğretim beşinci sınıf öğrencisinin katıldığı etkinlik bir proje çerçevesinde özel olarak tasarlanmış bir sınıf ortamında gerçekleştirilmiş ve yaklaşık 75 dakika sürmüştür. Etkinliğin analizleri Didaktik Durumlar Teorisinin ilköğretim seviyesinde matematiksel süreçlerin yaşatılabilmesi ve öğrencilerin bu süreçlerin merkezinde yer almaları için uygun araçları sunduğunu göstermektedir.
FULL TEXT (PDF): 
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  • 1
17-34
  • Turkish

REFERENCES

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