MATEMATİK TARİHİNİN ORTAOKUL MATEMATİK DERS KİTAPLARINDAKİ YERİ

Yıl 2018, , 997 - 1019, 06.06.2018

Nazan Mersin , Soner Durmuş

https://doi.org/10.17240/aibuefd.2018..-400746

Cited By: 12

Öz

Matematik tarihinin dikkatli ve akılcı kullanımı etkili bir
öğretim aracı olabilir. Bunun yollarından biri ise matematik derslerine
matematik tarihini entegre etmekten geçmektedir. Entegre etme yolları
içerisinde ders kitaplarının rolü ise yadsınamaz bir gerçektir. Nitekim ders
kitapları öğretmen ile öğrenci arasında bir köprü özelliği taşımaktadır.
Buradan hareketle bu çalışmada ortaokul matematik dersi kitaplarındaki
matematik tarihi öğeleri araştırılarak matematik tarihi ile ilgili durumları
dersin hangi aşamasında ve hangi öğrenme alanında ele alması, hangi konularla
ilişkilendirdiği ve bu ilişkilendirmede hangi etkinliklere yer vermesi
özelliklerine göre sınıflandırılmıştır. Araştırmada nitel araştırma yöntemi kullanılmış
olup toplamda 6 adet ders kitabı incelemeye tabi tutulmuştur. Analizler
sonucunda ise on dokuz adet matematik tarihi öğesine rastlanmıştır. Bu öğelerin
büyük çoğunluğu beşinci ve altıncı sınıf ders kitaplarında tarihsel notlar
şeklinde yer almıştır. Ders kitaplarında matematik tarihinden yeterince
yararlanılmadığı görülmüştür ve ders kitaplarının matematik tarihi öğeleriyle
zenginleştirilmesi önerilmektedir.

Anahtar Kelimeler

Matematik tarihi, ortaokul matematik ders kitabı, matematik eğitimi

Kaynakça

• Alajmi, A.H. (2012). How do elementary textbooks address fractions? A review of mathematics textbooks in the USA, Japan, and Kuwait. Educational Studies in Mathematics, 79, 239-261.
• Alpaslan, M. ve Işıksal Bostan, M. (2016). Ortaokul öğrencilerinin matematik tarihi bilgiler ile okul matematiğinde tarih kullanılmasına ilişkin tutum ve inanışları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 31(1), 142-162.
• Avital, S. (1995). History of mathematics can help improve instruction and learning. Learn from the masters, 3-12.
• Baki, A.ve Bütüner, S. Ö. (2013). The Ways of Using The History of Mathematics in 6th, 7th and 8th Grade Mathematics Textbooks. Ilkogretim Online, 12(3).
• Barbin, E. & Menghini, M. (2000). On potentialities, limits, and risks. In J. Fauvel & J. van Maanen (Eds.), History in mathematics education: An ICMI book, p(p. 86 – 90). Dordrecht, The Netherlands: Kluwer Academic Publishers.
• Bayazit, I. (2013). Quality of the tasks in the new Turkish elementary mathematics textbooks: the case of proportional reasoning. International Journal of Science and Mathematics Education, 11, 651–682.
• Bidwell, J. K. (1993). Humanize your classroom with the history of mathematics. The Mathematics Teacher, 86(6), 461-464.
• Burton, D.M. (2017). The history of mathematics. (Çev. S.DURMUŞ). İstanbul: Nobel Yayınevi.
• Charalambous, C., Panaoura, A., & Philippou, G. (2009). Using the history of mathematics to induce changes in preservice teachers' beliefs and attitudes: insights from evaluating a teacher education program. Educational Studies in Mathematics, 71, 161-180.
• Carvalho da Silva, J. (1994). History of mathematics in the classroom: Hopes, uncertainties and dangers. Paper presented at the International Meeting of the HPM, Blumenau, Brazil, July 25 – 27, 1994.
• D’Ambrosio, U. (1997). Ethnomathematics and its place in the history and pedagogy of mathematics. In A. B. Powell & M. Frankenstein (Eds.), Ethnomathematics: Challenging Eurocentrism in mathematics education (pp. 13–24). New York, NY: SUNY Press.
• Erdoğan, A., Eşmen, E. ve Fındık, S. (2015). Ortaokul matematik ders kitaplarında matematik tarihinin yeri: ekolojik bir analiz. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 42(42), 239-259.
• Eren, M., Bulut, M. ve Bulut, N. (2015). A content analysis study about the usage of history of mathematics in textbooks in Turkey. Eurasia Journal of Mathematics, Science & Technology Education, 11(1), 53-62.
• Fan, L., & Kaeley, G. S. (2000). The influence of textbooks on teaching strategies: an empirical study. Mid-Western Educational Researcher, 13(4), 2-9.
• Fasanelli, F., Arcavi, A., Bekken, O., Silva, J.C., Daniel, C., Furinghetti, F., et al (2002). The political context. In J. Fauvel & J. Van Maanen (Eds.) History in mathematics education.(1-33). Kluwer Academic Publishers, New York.
• Fauvel, J. (1991). Using history in mathematics education. For the Learning of Mathematics, 11(2), 3-6.
• Fauvel, J.,&van Maanen, J. (Eds.) (2000). History in mathematics education—the ICMI study. Dordrecht: KluwerAcademic.
• Forster, N. (1995). The analysis of company documentation. In C. Cassell & G. Symon (Eds.) Qualitative methods in organizational research: Apractical guide. London: Sage.
• Fried, M. N. (2001). Can mathematics education and history of mathematics coexist?. Science&Education, 10(4), 391-408.
• Grugnetti, L. & Rogers, L. (2000). Philosophical, multicultural and interdisciplinary issues. In J. Fauvel & J. van Maanen (Eds.), History in mathematics education: The ICMI study (pp. 39–62). Dordrecht, The Netherlands: Kluwer.
• Ho, W. K. (2008). Using history of mathematics in the teaching and learning of mathematics in Singapore. 1st RICE, Singapore: Raffles Junior College.
• Jahnke, H. N. (2000). The use of original sources in the mathematics classroom. In J. Fauvel & J. vanMaanen (Eds.), History in mathematics education, the ICMI study (pp. 291–328). Dordrecht, The Netherlands: Kluwer.
• Jahnke, H., Arcavi, A., Barbin, E., Bekken, O., Furinghetti, F., Idrissi, A. et al. (2002). The use of original sources in the mathematics classroom. In J.Fauvel & J. Maanen (Eds.), History in Mathematics Education (6 ed., pp. 291-328). Springer: The Netherlands.
• Jankvist, U.T. (2009). A categorization of the “whys” and “hows” of using history in mathematics education. Educational Studies in Mathematics, 71(3), 235-261.
• Joseph, G. G. (1993). A rationale for a multicultural approach to mathematics. In D. Nelson, G. G. Joseph & J. Williams (Eds.), Multicultural mathematics: Teaching mathematics from a global perspective (pp. 1–24). Oxford, England: Oxford University Press.
• Li, Y., Chen, X., & Kulm, G. (2009). Mathematics teachers’ practices and thinking in lesson plan development: a case of teaching fraction division. ZDM- The International Journal of Mathematics Education, 41(6), 717-731.
• Li, Y., Zhang, J., & Ma, T. (2009). Approaches and practices in developing school mathematics textbooks in China. ZDM- The International Journal of Mathematics Education, 41, 733-748.
• Marshall, G. L.,&Rich, B. S. (2000). The role of history in a mathematics class. The Mathematics Teacher, 93(8), 704-706.
• MEB. (2005). Talim ve Terbiye Kurulu Başkanlığı ilköğretim matematik dersi öğretim programı ve kılavuzu. Ankara: Milli Eğitim Bakanlığı.
• MEB. (2009). Talim ve Terbiye Kurulu Başkanlığı ilköğretim matematik dersi 6-8.sınıflar öğretim programı ve kılavuzu. Ankara: Milli Eğitim Bakanlığı.
• MEB. (2013). Talim ve Terbiye Kurulu Başkanlığı ortaokul matematik dersi (5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara: Milli Eğitim Bakanlığı
• MEB. (2017). Talim ve Terbiye Kurulu Başkanlığı ilköğretim matematik dersi (1,2,3,4,5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara: Milli Eğitim Bakanlığı.
• Michalowicz, K., Daniel, C., FitzSimons, G., Ponza, M., & Troy, W. (2002). History in support of diverse educational requirements – opportunities for change. In J.Fauvel & J. Maanen (Eds.), History in Mathematics Education (6 ed., pp. 171-200). Springer Netherlands.
• Mullis, I., Martin, M., Foy, P., & Arora, A. (2012). TIMSS 2011 international results in mathematics. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
• National Council of Teachers of Mathematics (NCTM). Principles and Standards for School Mathematics. Reston, Va.: NCTM, 2000. A
• Panasuk, R.M., & Horton, L.B. (2012). Integrating History of Mathematics into Curriculum: What are the Chances and Constraints? International Electronic Journal of Mathematics Education, 7, 3-20.
• Reimer, L.,&Reimer, W. (1995). Connecting mathematics with its history: A powerful, practical linkage. Connecting Mathematics Across The Curriculum, 104-114.
• Robitaille, D. F., & Travers, K. J. (1992). International studies of achievement in mathematics. In D. A. Grouws (Ed.), Handbook of Research on mathematics Teaching and Learning (pp. 687-709). New York: Macmillan; Reston, VA: National Council of Teachers of Mathematics.
• Siu, M. K.,&Tzanakis, C. (2004). The role of the history of mathematics in mathematics Education. Mediterranean Journal for Research in Mathematics Education, 3.
• Swetz, F. J. (1984). Seeking relevance ? Try the history of mathematics. The Mathematics Teacher, 77(1), 54-47.
• Swetz, F. J. (1993). Learning activities from the history of mathematics. Walch Publishing.
• Swetz, J.W.(1997). Using problems from the history of mathematics in classroom instruction, İn, (Ed: Swetz, F.,Fauval, J., Bekken, O., Johansson, B.,& Katz, V.). Learn from the masters, The Mathematical Association of America.
• Thomaidis, Y., & Tzanakis, C. (2007). The notion of historical “parallelism” revesited: historical evolution and students’ conception of the order relation on the number line. Educational Studies in Mathematics, 66, 165-183.
• Törnroos, J. (2005). Mathematics textbooks, opportunity to learn and student achievement. University of Jyväskylä, Finland: Institute for Educational Research.
• Törnross, J. (2005). Mathematics textbooks, opportunity to learn and student achievement. Studies in Educational Evaluation, 31, 315-327.
• Tzanakis, C. &Arcavi, A. (2000). Integrating history of mathematics in theclassroom: An analytic survey. In Fauvel& Van Maanen (Eds.). History In Mathematics Education: The ICMI Study (pp. 201-240). Dordrecht: Kluwer.
• Tzanakis, C. & Thomaidis, Y. (2000). Integrating the close historical development of mathematics and physics in mathematics education: Some methodological and epistemological remarks. For the Learning of Mathematics, 20(1), 44 – 55.
• Weiss, I. R., Pasley, J. D., Smith, P. S., Banilower, E. R., & Heck, D. J. (2003). Looking inside the classroom: A study of K-12 mathematics and science education in the United States. Chapel Hill, NC: Horizon Research.
• van Ameron, B. (2001). Arithmetic and algebra: Can history help to close the cognitive gap? A proposed learning trajectory on early algebra from an historical perspective. In Radelet−de−Grave (Ed.). Proceedings of the Third European Summer University on History and Epistemology in Mathematics Education: From Play School to University, (Vol. 1, pp. 335 – 354). Louvin−la−Neuve and Leuven, Belgium, July 15 – 21, 1999.
• Yıldırım, A. & Şimşek, H. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri(9. Baskı. Seçkin Yayıncılık.