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Fonksiyon Kavramı: Tanımsal Bilginin Kavramın Çoklu Temsillerine Transfer Edilebilmesi ve Bazı Kavram Yanılgıları

Concept of Function: Transferring the Definitional Knowledge to Multiple Representations and Some Misconceptions

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Abstract (2. Language): 
The aim of this research is to determine students' competencies of transferring their definitional knowledge of function into multiple representations of the concept. This study was conducted to 59 ninth grade students. The data were obtained from the questions of "Define the concept of function" and from the six questions requiring students to find the functions ones within the given relations in different representations. Descriptive analyses was used to analyze the data. The findings showed that students' knowledge of function are usually "formal definition", "any matching between two sets" and "converting process". Besides, it is seemed that not having the necessary definitional knowledge of the concept and various misconceptions regarding several represantations has negatively affected the transferring process.
Abstract (Original Language): 
Bu çalışma, öğrencilerin fonksiyon tanım bilgilerini çeşitli fonksiyon temsillerine aktarabilme yeterliklerini ve bu transfer sürecini olumsuz etkileyen nedenleri belirlemek amacıyla yapılmıştır. Araştırmaya Ankara'da bir Anadolu lisesindeki iki tane 9. sınıftan toplam 59 öğrenci alınmıştır. Öğrencilerden fonksiyon kavramını tanımlamaları, çeşitli şekillerde temsil edilmiş bağıntılardan fonksiyon olanı bulmaları ve nedenini açıklamaları istenmiştir. Yanıtların analizinde betimsel analiz yapılmıştır. Elde edilen bulgular; öğrencilerin fonksiyon kavramı tanımlamalarının genel olarak, "Fonksiyonunun formal tanımı", "İki küme arasında herhangi bir eşleme" ve "Bir dönüştürme işlemi" şeklinde olduğunu göstermiştir. Ayrıca gerekli tanım bilgisine sahip olmamanın ve çeşitli temsillere ait çeşitli kavram yanılgılarının transfer sürecini olumsuz etkilediği görülmüştür.
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