Öğretmen adaylarının Ters Fonksiyonlara İlişkin Enstrümanlı Eylem Şemalarının İncelenmesi
DOI:
https://doi.org/10.5281/zenodo.17948158Anahtar Kelimeler:
Enstrümantal yaklaşım, öğretmen adayları, teknoloji destekli öğretim, temsiller, enstrümanlı eylem şemalarÖzet
Bu çalışma, öğretmen adaylarının ters fonksiyonları temsil süreçlerini ve bu süreçlerde ortaya çıkan enstrümantal oluşumlarını incelemeyi amaçlamaktadır. Bu kapsamda, kağıt-kalem ve dinamik geometri ortamlarında ters fonksiyonların yazımı ve grafiklerinin çizimine yönelik geliştirilen enstrümanlı eylem şemalarına odaklanarak, öğretmen adaylarının matematik öğretimine yönelik teknolojik araçların öğretim sürecindeki katkısı değerlendirilmiştir. Araştırma, Türkiye’de bir devlet üniversitesinde ilköğretim matematik öğretmenliği programının ikinci sınıfında öğrenim gören 6 öğretmen adayı ile yürütülmüştür. Araştırmanın verileri çalışma yaprağı, yazılı ve sözlü görüşmeler, ekran ve ses kayıtları ile toplanmış ve içerik analizi yöntemiyle çözümlenmiştir. Veriler kodlanmış, kategorilere ayrılmış ve enstrümantal yaklaşımın bileşenleri çatısında temalar oluşturulmuş ve araştırmanın amacı doğrultusunda yorumlanmıştır. Araştırmanın sonucunda, öğretmen adaylarının kâğıt-kalem ortamında geliştirdikleri enstrümanlı eylem şemalarının işlemsel düzeyde kaldığını, Cabri-Geometri ortamında ise kavramsal, etkileşimli ve çoklu temsilli şemalar geliştirdiğini ortaya konulmuştur. Dinamik ortamın görsel ve etkileşimli özellikleri, öğretmen adaylarının cebirsel kavramları anlamlandırma ve temsiller arası geçişlerini kolaylaştırarak, teknoloji entegrasyonunun matematik öğretiminde kavramsal öğrenmeyi destekleyici bir yaklaşım olarak benimsenmesi gerektiğini göstermektedir.
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