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MATEMATİK ÖGRETMENİ ADAYLARININ RUTİN OLMAYAN MATEMATİKSEL PROBLEMLERİ ÇÖZME BECERİLERİ VE BU KONUDAKİ DÜSÜNCELERİ

MATHEMATICS TEACHER TRAINEES’ SKILLS AND OPINIONS ON SOLVING NON-ROUTINE MATHEMATICAL PROBLEMS

Journal Name:

  • Eğitimde Kuram ve Uygulama Dergisi

Publication Year:

  • 2008

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
Problem solving is one of the most important subjects for Mathematics Educators. The subject of this study is problem solving and the non-routine mathematical problem solving competences and opinions on problem solving of mathematics teacher trainees. The study was carried out with 61 mathematics teacher trainees. The study group was given problem solving instruction for 4 hours a week throughout 8 weeks. Pre, post, and retention tests were conducted and participants’ ideas on problem solving were determined. Statistical analysis of the study revealed that the instruction increased the trainees’ success of problem solving at different levels and that simplifying the problem, looking for a pattern, reasoning, writing a diagram, making a systematic list, guessing and checking, and working backwards, respectively were affected the most. In addition to the separation of successful and unsuccessful participants, it was observed that the strategies of reasoning, working backwards, writing a diagram, making a table and simplifying the problem, respectively had a big impact. The analysis also confirmed that 80% of the problem solving success could be explained by the problem solving strategies. Teacher trainees stated that the study widened their perspectives, developed their self confidence, presented them with new ideas on how to study systematically, and, thanks to the study, they also recognized that there might be a mathematical order even in complex events.
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Abstract (Original Language): 
Bu çalısmanın amacı, matematik ögretmen adaylarının rutin olmayan matematiksel problemleri çözme becerilerini ve bu tür problemler ile bunları çözmede kullanılan stratejilere iliskin düsüncelerini incelemektir. Matematik ögretmeni adayı olan ve 61 ögrenciden olusan çalısma grubuna haftada 4 saat olmak üzere ve toplam 7 hafta süre ile problem çözme ögretimi dersleri verilmistir; ön test, son test ve kalıcılık testi uygulanmıstır; ögrencilerin problem çözme konusundaki düsünceleri tespit edilmistir. &statistiksel analizler, stratejilerin ögretilmesinde yapılan ögretimin farklı düzeylerde etkili oldugunu ve sırayla problemi basitlestirme, örüntü arama, muhakeme etme, diyagram çizme, sistematik liste yapma, tahmin ve kontrol, geriye dogru çalısma stratejilerinin çok etkilendigini ortaya koymustur. Ayrıca, problem çözmede basarılı-basarısız ayırımı yapmada sırayla muhakeme etme, geriye dogru çalısma, diyagram çizme, tablo yapma ve problemi basitlestirme stratejilerinin güçlü etkiye sahip oldukları görülmüstür. Yapılan regresyon analizi, problem çözme stratejilerinin problem çözme basarısını %80 açıklayabildigini ortaya koymustur. Ögretmen adayları; çalısmanın problemlere bakıs açılarını ve güven duygusunu gelistirdigini, sistematik çalısmayı ögrettigini, çalısma sayesinde karmasık olayların içinde bile bir matematiksel düzen oldugunu fark ettiklerini belirtmislerdir.
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  • 2
213-238
  • English

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