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SINIF ÖĞRETMENİ ADAYLARININ BİLİNMEYEN DEĞERİ BULMA PROBLEMLERİNİ ÇÖZERKEN KULLANDIKLARI STRATEJİLERİN İNCELENMESİ

INVESTIGATION OF PRE-SERVICE ELEMENTARY TEACHERS’ STRATEGIES IN SOLVING MISSING VALUE PROBLEMS

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Abstract (2. Language): 
The purpose of the study was to investigate pre-service elementary teachers’ solution strategies in solving missing value problems, which is a type of proportion problems. Data were collected from the pre-service teachers in the spring semester of 2015-2016. Pre-service teachers were junior students enrolled in elementary teaching program at a public university in Turkey. Pre-service teachers were wanted to solve four missing value problems. The results of the study revealed that pre-service teachers had difficulty in solving the problems by using two different strategies. Moreover, pre-service teachers mostly used formal strategies (e.g., crossmultiplication) in which rules and properties of algebra were used, instead of informal strategies (e.g., unit rate, factor of change) highlighting multiplicative relationships. Pre-service teachers used cross-multiplication, which was a formal strategy, as a leading strategy to solve these problems. Furthermore, it was found that preservice teachers’ solution strategies might change based on problem context.
Abstract (Original Language): 
Bu araştırmanın amacı, sınıf öğretmeni adaylarının oran ve orantı problemlerinin bir çeşidi olan bilinmeyen değeri bulma problemlerini çözerken kullandıkları çözüm stratejilerini incelemektir. Çalışmanın verileri, 2015- 2016 bahar döneminde öğretmen adaylarından toplanmıştır. Öğretmen adayları, Türkiye’de bir devlet üniversitesinde sınıf öğretmeni yetiştirme programına devam eden 34 üçüncü sınıf öğrencisidir. Adaylardan, verilen dört bilinmeyen değer problemini çözmeleri istenmiştir. Araştırmada, öğretmen adaylarının bilinmeyen değeri bulma problemlerini iki farklı stratejiyle çözmekte zorlandıkları görülmüştür. Bunun yanında, öğretmen adaylarının çoğunlukla verilen problemleri çözerken çarpımsal ilişkilerin kullanıldığı informal stratejileri (birim oran, değişim çarpanı gibi) değil, cebirsel kuralların kullanıldığı formal stratejileri (içler dışlar çarpımı gibi) kullandıkları görülmüştür. Öğretmen adaylarının en sık kullandıkları stratejinin ise formal bir strateji olan “içler dışlar çarpımı” stratejisi olduğu belirlenmiştir. Ayrıca, öğretmen adaylarının kullandıkları çözüm stratejilerinin, problemin içeriğine bağlı olarak değişebildiği tespit edilmiştir.

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