Pergel-düzkenar ve dinamik çizimler üzerine: Öğretmenlerin temel geometrik çizim süreçleri ve görüşlerinin incelenmesi
Küçük Resim Yok
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmada ortaokul matematik öğretmenlerinin pergel-düzkenar materyalleri ve dinamik geometri yazılımları kullanılarak tasarlanan geometri öğrenme ortamlarında temel geometrik çizim problemlerini çözme süreçlerinin incelenmesi amaçlanmıştır. Ayrıca konuyla ilgili araç-gereçlere yönelik öğretmenlerin görüşlerinin belirlenmesi amaçlanan bir diğer konudur. Çalışmada, ortaokul matematik öğretmenlerinin temel geometrik çizim problemlerini çözme süreçlerini derinlemesine incelemek amaçlandığından çalışma nitel araştırma yöntemlerinden durum çalışması şeklinde desenlenmiştir. Araştırmanın çalışma grubunu Türkiye'nin Malatya ilinde MEB'de görevli üç ortaokul matematik öğretmeni oluşturmaktadır. Araştırma sürecinde "Öklid'in Elemanları" (Sertöz, 2020) kitabında çizimlerini yaparak ispatladığı geometrik yapı inşalarından beş tanesi seçilerek Temel Geometri Çizim Beceri Formu (TGÇBF) oluşturulmuştur. Bu form Malatya ilinin Yeşilyurt ilçesinde görev yapan ve araştırmaya gönüllü olarak katılan üç matematik öğretmenine pergel-düzkenar yardımı ile ön test olarak uygulanmış ve elde edilen verilerin analizi yapılmıştır. Katılımcılara Dinamik Geometri Yazılımları (DGY) hakkında bilgi sahibi olmaları ve uygulama yapmalarını sağlamak amacıyla üç haftalık DGY kursu verilmiştir. Bu kursun sonunda aynı form son test olarak uygulanmıştır. Ayrıca pergel-düzkenar materyalleri ve DGY ile ilgili düşüncelerini belirtecekleri, dört maddeden oluşan Yarı Yapılandırılmış Görüşme Formu (YYGF) uygulanmıştır. Bu forma ilişkin verilerin analizinde içerik ve betimsel analiz teknikleri birlikte kullanılmıştır. Araştırmaya katılan üç matematik öğretmeninin TGÇBF'den elde edilen verileri, Smart (1998) geometrik inşa süreci basamakları ve Van Hiele geometrik düşünme düzeyleri açısından analiz edilmiş ve yorumlanmıştır. YYGF'den elde edilen veriler ise, aynı temalar bir başlık altında toplanarak alan çalışmalarında belirtilen bulgularla mukayese edilerek genel bir değerlendirme yapılmıştır. Bu süreçler neticesinde, çalışmaya katılan matematik öğretmenlerinin pergel-düzkenar materyalleri ve DGY kullanım bilgilerinin çeşitlilik gösterdiği; pergel-düzkenar materyalleri ve DGY kullanılarak tasarlanan geometri öğrenme ortamlarında tutum faktörünün pozitif yönlü olduğu; pergel-düzkenar materyalleri ve DGY hakkındaki kavramsal bilgilerinin farklı düzeylerde olduğu sonuçlarına ulaşılmıştır. Anahtar Sözcükler: Pergel-düzkenar çizimleri, dinamik yazılımlar, geometrik oluşumlar.
In this study, it is aimed to examine the process of solving basic geometric drawing problems of middle school mathematics teachers in geometry learning environments designed using compass-straightedge materials and dynamic geometry software. In addition, it is another subject that is aimed to determine the opinions of teachers about the tools and materials related to the subject. In the study, the study was designed as a case study, one of the qualitative research methods, since it was aimed to examine the processes of solving basic geometric drawing problems of secondary school mathematics teachers in depth. The study group of the research consists of three secondary school mathematics teachers working in the Ministry of National Education in Malatya, Turkey. During the research process, five of the geometric constructions that Euclid proved by drawing in his book "Elements of Euclid" (Sertoz, 2020) were selected and the Basic Geometry Drawing Skill Form (BGDSF) was created. This form was applied to three mathematics teachers working in Yeşilyurt district of Malatya province and participated in the research voluntarily with the help of compass-straightedge as a pre-test and the data obtained were analyzed. A three-week DGS course was given to the participants in order to gain knowledge and practice about Dynamic Geometry Software (DGS). At the end of this course, the same form was administered as a post-test. In addition, a Semi-Structured Interview Form (SSIF) consisting of four items was applied to express their thoughts about compass-straightedge materials and DGS. Content and descriptive analysis techniques were used together in the analysis of the data related to this form. The data obtained from BGDSF of three mathematics teachers participating in the research were analyzed and interpreted in terms of Smart (1998) geometric construction process steps and Van Hiele geometric thinking levels. A general evaluation was made by comparing the data obtained from SSIF with the findings stated in the field studies by gathering the same themes under one title. As a result of these processes, it was determined that the mathematics teachers participating in the study had a variety of knowledge of using compass-straightedge materials and DGS; In geometry learning environments designed using compass-straightedge materials and DGS, the attitude factor is positive; It has been cocluded that the conceptual knowledge of compass-straightedge materials and DGS is at different levels. Keywords: Compass-straightedge drawings; dynamic software; geometric formations.
In this study, it is aimed to examine the process of solving basic geometric drawing problems of middle school mathematics teachers in geometry learning environments designed using compass-straightedge materials and dynamic geometry software. In addition, it is another subject that is aimed to determine the opinions of teachers about the tools and materials related to the subject. In the study, the study was designed as a case study, one of the qualitative research methods, since it was aimed to examine the processes of solving basic geometric drawing problems of secondary school mathematics teachers in depth. The study group of the research consists of three secondary school mathematics teachers working in the Ministry of National Education in Malatya, Turkey. During the research process, five of the geometric constructions that Euclid proved by drawing in his book "Elements of Euclid" (Sertoz, 2020) were selected and the Basic Geometry Drawing Skill Form (BGDSF) was created. This form was applied to three mathematics teachers working in Yeşilyurt district of Malatya province and participated in the research voluntarily with the help of compass-straightedge as a pre-test and the data obtained were analyzed. A three-week DGS course was given to the participants in order to gain knowledge and practice about Dynamic Geometry Software (DGS). At the end of this course, the same form was administered as a post-test. In addition, a Semi-Structured Interview Form (SSIF) consisting of four items was applied to express their thoughts about compass-straightedge materials and DGS. Content and descriptive analysis techniques were used together in the analysis of the data related to this form. The data obtained from BGDSF of three mathematics teachers participating in the research were analyzed and interpreted in terms of Smart (1998) geometric construction process steps and Van Hiele geometric thinking levels. A general evaluation was made by comparing the data obtained from SSIF with the findings stated in the field studies by gathering the same themes under one title. As a result of these processes, it was determined that the mathematics teachers participating in the study had a variety of knowledge of using compass-straightedge materials and DGS; In geometry learning environments designed using compass-straightedge materials and DGS, the attitude factor is positive; It has been cocluded that the conceptual knowledge of compass-straightedge materials and DGS is at different levels. Keywords: Compass-straightedge drawings; dynamic software; geometric formations.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
