Aritmetik ve Cebir Kavramları ile İlgili Farkındalık

Year 2017, Volume: 12 Issue: 24, 527 - 558, 29.12.2017

Yaşar Akkan , Pınar Akkan Bülent Güven

Abstract

Matematiğin aritmetik ile cebir öğrenme alanları
arasındaki bağlantıların kurulabilmesinde ve bu iki alanın doğasından
kaynaklanan farklılıkların neden olduğu zorlukların giderilmesinde,
öğretmenlerin aritmetik ve cebir kavramları ile ilgili derinlemesine bilgi
sahibi olması gerekmektedir. Bu bağlamda çalışmanın amacı, ortaokul matematik
öğretmenlerinin aritmetik ve cebir kavramları ile ilgili farkındalıklarını
belirlemektir. Bu araştırma nitel bir çalışma olarak tasarlanmıştır.
Araştırmanın çalışma grubunu, Trabzon, Gümüşhane ve Bayburt illerindeki
ortaokullarda matematik öğretmenliği yapan 15 matematik öğretmeni
oluşturmaktadır. Araştırmanın verileri; çalışma grubunda yer alan ortaokul matematik
öğretmenleriyle yürütülen yarı yapılandırılmış görüşme tekniği ile
toplanmıştır. Görüşme yoluyla elde edilen verilerin analizinde içerik analizi
tekniğinden yararlanılmıştır. Elde edilen bulgular öğretmenlerin aritmetik, cebir
ve aritmetikten cebire geçiş kavramlarını etkili bir şekilde tanımlayamadığını,
bu iki alan arasındaki bağlantıları, ilişkileri ve farklılıkları ayrıt
edemediğini ortaya çıkarmıştır.

Keywords

Aritmetik, cebir, farkındalık, ortaokul matematik öğretmenleri

Awareness of Arithmetic and Algebra Concepts

Abstract

Teachers need to have in-depth knowledge of arithmetic
and algebraic concepts to establish the connection between arithmetic and
algebra fields of mathematics and to eliminate the difficulties caused by
differences inherent in these fields. Within this context, the aim of this
study is to determine the awareness of middle school mathematics teachers about
the concepts of arithmetic and algebra. This study is conducted as a
qualitative research. Participants of the study consist of 15 mathematics
teachers who teach mathematics at middle schools in Trabzon, Gümüşhane and
Bayburt. Semi-structured interview form was used as data collection tool in the
study. In the analysis of the data obtained through the interview, content
analysis technique was used. Findings revealed that teachers could not
effectively define the concepts of arithmetic, algebra and transition from
arithmetic to algebra and that they could not distinguish the connections,
relationships and differences between these two fields.

Keywords

Arithmetic, algebra, awareness, middle school mathematics teachers

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