Geometrik Şekiller Üzerine Akıl Yürütme Becerisi Geometri Performansının Bir Yordayıcısı mıdır?

Year 2020, Volume: 49 Issue: 2, 651 - 689, 28.10.2020

Aziz İlhan , Recep Aslaner

Abstract

Bu çalışmada matematik öğretmen adaylarının geometrik şekiller üzerine akıl yürütme becerileri ile geometri performansları arasındaki ilişki incelenmiştir. Çalışmanın katılımcılarını Doğu ve Güneydoğu Anadolu bölgelerinde bulunan iki üniversitenin eğitim fakültelerinde 2016-2017 öğretim yılı güz döneminde öğrenim gören 252 Bayan, 132 Erkek toplam 384 matematik öğretmen adayı oluşturmaktadır. Araştırmada zaman ve işgücü koşulları açısından var olan sınırlılıklar sebebiyle örneklem belirlenirken uygun örnekleme yöntemi tercih edilmiştir. Çalışmanın uygulamalarının yapıldığı bölümde ilişkisel tarama modeli kullanılmıştır. Çalışmanın verileri araştırmacılar tarafından geliştirmiş olan geometrik şekiller üzerine akıl yürütme beceri testi ve geometri performans testi ile toplanmıştır. Araştırma verileri betimsel istatistikler, t-testi, ANOVA Testi, Cohen’s f, Cohen’s d etki büyüklüğü değerleri, korelasyon analizi ve regresyon analizi yardımıyla analiz edilmiştir. Araştırmada geometrik şekiller üzerine akıl yürütme becerisi ve geometri performansı verileri cinsiyet değişkenine göre karşılaştırıldığında erkeklerin ortalamalarının bayanlardan yüksek olduğu tespit edilmiştir. Ayrıca geometri performans puanları incelendiğinde üçüncü sınıfların en yüksek ortalamaya sahip olduğu görülürken geometrik şekiller üzerine akıl yürütme becerisi puanları incelendiğinde en yüksek ortalamaya ikinci sınıfların sahip olduğu görülmektedir. Araştırmada matematik öğretmen adaylarının ölçek ve test puanları cinsiyet değişkenine göre incelendiğinde, geometrik şekiller üzerine akıl yürütme becerisi ve geometri performansı puanlarının aralarında anlamlı bir farklılık göstermediği bulunmuştur. Çalışmada yapılan ANOVA testi sonucunda geometrik şekiller üzerine akıl yürütme becerisi ve geometri performansı için sınıflar arası farklılığın anlamlı olduğu tespit edilmiştir. Hesaplanan Cohen’s f etki büyüklüğü değerleri sınıflar arası farklılıkların düşük düzeyde olduğunu göstermiştir. Bu farklılık sınıflar arasında araştırıldığında bazı sınıflar arasında anlamlı farklılığın olduğu tespit edilmiştir. Bu farklılıkların Cohen’s d etki büyüklüğü değerleri incelendiğinde de sınıflar arasında düşük düzeyde anlamlı etkilerin bulunduğu görülmektedir. Çalışmada değişkenler arasındaki korelasyon değerleri incelendiğinde geometrik şekiller üzerine akıl yürütme becerisi ile geometri performansı arasında yüksek düzeyde ilişki bulunmuştur. Ayrıca, geometrik şekiller üzerine akıl yürütme becerisinin geometri performansının anlamlı bir yordayıcısı olduğu tespit edilmiştir. Araştırmada elde edilen bulgular neticesinde geometrik şekiller üzerine akıl yürütme becerisi ve geometri performansı kavramlarının akademik alan ve matematik öğretiminde kullanımına ilişkin önerilerde bulunulmuştur.

Keywords

Geometrik Şekiller Üzerine Akıl Yürütme Becerisi,, Geometri Performansı, Matematik Öğretmen Adayları, Matematik Eğitimi

Are Reasoning Skills on Geometric Shapes Predictors of Geometry Performance?

Abstract

In this study, the relationship between the pre-service mathematics teachers’ reasoning skills on geometric shapes and geometry performances were investigated. The participants of the study consisted of 384 pre-service mathematics teachers, 252 females, 132 males who studied at the faculties of education of two universities in Eastern and Southeastern Anatolia in the fall semester of 2016-2017 academic year. In the study, due to the limitations in terms of time and labor conditions, appropriate sampling method was preferred when determining the sample. In the section where the applications of the study were done, relational survey model was used. The data of the study were collected by reasoning skills on geometric shapes test and geometry performance test developed by the researchers. The data were analyzed using descriptive statistics, t-test, ANOVA test, Cohen’s f, Cohen’s d effect size values, correlation analysis and regression analysis. In the study, when the reasoning skills on geometric shapes and geometry performance data were compared according to gender variable, it was found that the average of men was higher than women. In addition, when the geometry performance scores are examined, it is seen that the third grade has the highest average, while reasoning skills on geometric shapes scores have the highest average in the second grade. When the scale and test scores of pre-service mathematics teachers were examined according to gender variable, it was found that reasoning skills on geometric shapes ability and geometry performance scores did not show a significant difference between them. As a result of ANOVA test, it was found that the differences between the classes were significant reasoning skills on geometric shapes ability and geometry performance. The calculated Cohen’s effect size values showed that the differences between the classes were low. When this difference was investigated between the classes, it was found that there was a significant difference between some classes. When the Cohen’s effect size values of these differences are examined, it is seen that there are low significant effects between the classes. When the correlation values between the variables were examined, a high-level relationship was found between the reasoning skills on geometric shapes ability and the geometry performance. In addition, it was found that reasoning skills on geometric shapes ability is a significant predictor of geometry performance. As a result of the findings obtained in the study, suggestions were made about the use of the concepts of reasoning skills on geometric shapes and geometry performance in academic field and mathematics teaching.

Keywords

Reasoning Skills on Geometric Shapes, Geometry Performance, Pre-service Mathematics Teachers, Mathematics Education

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