Pisagor Teoremini Nasıl Öğretirsiniz: Ders Planlarının Analizi

Year 2018, Volume: 51 Issue: 1, 119 - 141, 01.04.2018

Necdet Güner

https://doi.org/10.30964/auebfd.405041

Abstract

Bu araştırma pedagojik formasyon sertifika programına katılan matematik
bölümü mezunları üzerinde yapılmıştır. Katılımcılardan lise dokuzuncu sınıf
matematik dersi programındaki Pisagor teoremi kazanımı için bir ders planı
hazırlamaları istenmiştir. Kırküç katılımcının on sekizinin ders planlarında
Pisagor teoreminin ispatına yer verdikleri tespit edilmiştir. Ders planlarında
verilen ispatlar; görsel ispat (iki katılımcı), cebirsel ispat (dokuz
katılımcı) ve üçgen benzerliğinin kullanıldığı ispat (yedi katılımcı) olarak üç
kategoride değerlendirilmiştir. Bunun dışında, ders planlarında verilen çözümlü
örnek, ev ödevi ve ölçme değerlendirme soruları TIMSS bilişsel düzeylerine göre
bilgi, uygulama ve akıl yürütme düzeylerinde sorular olarak
sınıflandırılmıştır. Kırküç katılımcının hazırladığı 233 sorunun yaklaşık % 37’sinin
bilgi, % 60’ının uygulama ve % 3’ünün akıl yürütme düzeyinde sorular olduğu
görülmüştür

Keywords

Bilişsel istem düzeyleri, ders planı, Pisagor teoremi, dokuzuncu sınıf matematik

How to Teach the Pythagorean Theorem: An Analysis of Lesson Plans

Abstract

This research was conducted among mathematics graduates who
participated in a pedagogical formation certificate program. Participants were
asked to prepare a lesson plan intended for use in teaching the Pythagorean
theorem as part of a ninth grade mathematics course. Eighteen out of 43
participants included a proof of the Pythagorean theorem as a component of
their lesson plan. These proofs were classified in three categories: visual proofs (two participants),
algebraic proofs (nine participants), and proofs by using triangular
similarities (seven participants). In addition, the solved examples, homework,
and evaluation questions included in the lesson plans were classified according
to TIMSS cognitive levels. Of the 233 questions prepared by 43 participants, 37% of the questions were at the knowledge level, 60% were at the application level, and the remaining 3% were at the reasoning level.

Keywords

Cognitive demand levels, lesson plan, Pythagorean theorem, ninth grade mathematics

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