The Effect of Using Dynamic Mathematics Software on Students’ Understanding of the Geometric Meaning of the Derivative Concept

Year 2019, Volume: 10 Issue: 1, 30 - 58, 10.04.2019

Erdem Çekmez , Adnan Baki

https://doi.org/10.16949/turkbilmat.419038

Cited By: 1

Abstract

This study aimed to investigate the impact of dynamic
mathematics software on students’ understanding of the geometric meaning of the
concept of derivative at a single point. The participants consisted of students
who were enrolled in two separate classes in a primary mathematics teacher
education programme at a state university. The study adopted a
quasi-experimental approach, with the two classes randomly assigned as a
control and an experimental group. The instructional approach in the control
group was traditional, whereas in the experimental group, computer-supported
worksheets were used. The data were gathered through two tests that were
developed by the researchers, as well as through clinical interviews conducted
with selected students. One of the tests aimed to determine the level of
knowledge of students about the concepts that are recognized in the literature
as being crucial to the learning of the derivative concept by research reports;
the other aimed to assess students’ learning regarding the content that was the
focus of the study. Their performance was assessed using a rubric that was
developed according to the level of understanding demonstrated in the students’
responses. A one-way analysis of covariance test was conducted on the students’
test scores to compare the performance of the two groups. The test concluded
that there was a significant difference between the groups in favor of the
experimental group. The clinical interviews showed that the students in the
experimental group achieved a higher level of understanding, as proposed by
APOS theory, in comparison to control group.

Keywords

Derivative concept, mathematical understanding, graphical representation, computer-based instruction

Dinamik Matematik Yazılımı Kullanımının Öğrencilerin Türev Kavramının Geometrik Boyutuna Yönelik Anlamalarına Etkisi

Abstract

Bu çalışma ile öğretim sürecinde dinamik matematik yazılımı
kullanımının öğrencilerin tek noktada türev kavramının geometrik boyutuna
ilişkin anlamalarına etkisini incelemek amaçlanmıştır. Araştırmanın
katılımcılarını bir devlet üniversitesinin ilköğretim matematik öğretmenliği
programının iki şubesinde bulunan öğrenciler oluşturmaktadır. Yarı-deneysel
yöntemin benimsendiği araştırmada kontrol grubunda öğretim sunuş yoluyla, deney
grubunda ise bilgisayar destekli çalışma yaprakları ile yürütülmüştür.
Araştırmanın verileri araştırmacılar tarafından geliştirilmiş iki testten ve
seçilmiş öğrenciler ile gerçekleştirilen mülakatlardan elde edilmiştir.
Testlerden biri uygulama öncesinde öğrencilerin türev kavramının öğrenilmesinde
etkili olduğu belirtilen ön bilgilere ne düzeyde sahip olduklarını belirlemek,
diğeri ise uygulama sonrasında ele alınan kavramın ne düzeyde öğrenildiğini
belirlemek için kullanılmıştır. Öğrencilerin sorulara verdikleri cevaplar
temelinde hazırlanan rubrikler ile öğrencilerin performansları puanlanmış ve
elde edilen puanlar üzerinde tek yönlü kovaryans analizi yürütülmüştür. Testin
sonuçları deney grubunun puan ortalamasının kontrol grubunun puan
ortalamasından anlamlı düzeyde yüksek olduğunu göstermiştir. Seçilen test
soruları üzerinde gerçekleştirilen mülakatlar deney grubu öğrencilerinin
kontrol grubu öğrencilerine nazaran APOS teorisi çerçevesinde daha ileri
düzeyde anlamalar oluşturduklarını göstermiştir.

Keywords

Türev kavramı, matematiksel anlama, grafiksel gösterim, bilgisayar destekli matematik

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