Mathematics Teachers' Use of Mathematical Descriptions, Explanations and Justifications: The Case of Samet

Year 2019, Volume: 12 Issue: 4, 1284 - 1305, 03.10.2019

Berna Tataroğlu-taşdan

https://doi.org/10.30831/akukeg.478101

Abstract

It is important for teachers to design and use mathematically accurate descriptions, explanations and justifications that are comprehensible and useful for students in the context of reflecting their mathematical knowledge for teaching. The purpose of this study is to examine a mathematics teacher’s mathematical knowledge for teaching function concept by investigating his use of mathematical descriptions, explanations and justifications. The study was conducted as a descriptive case study. The participant in the study was one mathematics teacher (Samet) who volunteered to join the research. Data was collected via observing and recording the teacher’s teaching of the function concept and survey of function concept. The results of the study revealed that the teacher mostly used mathematical descriptions in his teaching. This was followed by mathematical explanations, and mathematical justifications. The teacher’s use of mathematical descriptions, explanations and justifications and his sufficiency at using these varied according to cases. Results indicated some deficiencies in the teacher’s mathematical knowledge for teaching.

Keywords

mathematical knowledge for teaching, teaching function concept, mathematical descriptions, mathematical explanations, mathematical justifications

Matematik Öğretmenlerinin Matematiksel Tanımlamaları, Açıklamaları ve Doğrulamaları Kullanımı: Samet Örneği

Abstract

Öğretmenlerin, öğretmek için matematik bilgilerini yansıtmaları bağlamında, öğrenciler için anlaşılır ve kullanışlı ve matematiksel olarak doğru tanımlamaları, açıklamaları ve doğrulamaları tasarlamaları ve kullanmaları önemlidir. Bu çalışmanın amacı, bir matematik öğretmeninin fonksiyon kavramının öğretiminde matematiksel tanımlamaları, açıklamaları ve doğrulamaları kullanımını araştırarak öğretmek için matematik bilgisini incelemektir. Çalışma, tanımlayıcı bir durum çalışması olarak gerçekleştirilmiştir. Araştırmanın katılımcısı araştırmaya katılmak için gönüllü olan bir matematik öğretmenidir (Samet). Veriler, öğretmenin fonksiyon kavramı öğretiminin gözlemlenmesi ve kaydedilmesi ve fonksiyon kavramı anketi ile toplanmıştır. Araştırmanın sonuçları, öğretmenin öğretiminde çoğunlukla matematiksel tanımlamaları kullandığını ortaya koymuştur. Bunu matematiksel açıklamalar ve matematiksel doğrulamalar takip etmiştir. Öğretmenin matematiksel tanımlamaları, açıklamaları ve doğrulamaları kullanımı ve bunları kullanmadaki yeterliliği farklı durumlara göre değişiklik göstermiştir. Sonuçlar, öğretmenin öğretmek için matematik bilgisindeki bazı eksiklikleri olduğunu göstermiştir.

Keywords

öğretmek için matematik bilgisi, fonksiyon kavramı öğretimi, matematiksel tanımlamalar, matematiksel açıklamalar, matematiksel doğrulamalar

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