Mathematical Modeling in Online Learning Environments: Student Challenges

Yıl 2024, Cilt: 24 Sayı: 2, 1049 - 1075, 24.06.2024

Mustafa Altuntaş , Zeynep Ay , İbrahim Çetin

https://doi.org/10.17240/aibuefd.2024..-1407578

Öz

This research aims to examine the difficulties encountered by secondary school students in the mathematical modeling process applied synchronous in online learning environments (OLEs). The research was conducted on 11 8th grade students (8 girls, 3 boys) studying in a public secondary school in Türkiye, using the case study method, by recording audio and videos for 6 weeks. Participants worked collaboratively within a group to complete various problems using the Dynamic Mathematics Software (DMS) GeoGebra. The themes that students had difficulty with in the Online Mathematical Modeling (OMM) process were determined as technical difficulties, access to information and reliability, limited view, shared tasks, limited interaction, time management and time constraints. Using digital tools and instruments in the modeling process offers many advantages to students, however it can also create technical problems. Conspicuous difficulties encountered in the Mathematization and Working Mathematically process is noted, particularly in relation to the DMS. In addition, it was found that the difficulties encountered by students while obtaining information from different sources sometimes negatively affected their solution suggestions. Limitations about the students' interactions with their peers, teachers, and technology during the OMM process caused various difficulties in the stages of the modeling cycle. Future research should focus on developing methods to increase students' interaction and collaboration in OMM processes by overcoming technical difficulties.

Anahtar Kelimeler

Mathematical Modeling, Online Learning, Challenges, GeoGebra

Çevrimiçi Öğrenme Ortamlarında Matematiksel Modelleme: Öğrenci Zorlukları

Öz

Bu araştırmanın amacı, çevrim içi öğrenme ortamlarında (ÇÖO) eş zamanlı olarak gerçekleştirilen matematiksel modelleme sürecinde ortaokul öğrencilerinin karşılaştığı zorlukları incelemektir. Türkiye’de bir devlet ortaokulunun 8. sınıfında öğrenim gören 11 öğrenci (8 kız, 3 erkek) üzerinde durum çalışması yöntemiyle gerçekleştirilen bu araştırma, 6 hafta süresince ses ve görüntü kaydı alınarak yürütülmüştür. Katılımcılar, çeşitli matematiksel modelleme problemlerini grup iş birliği ile dinamik matematik yazılımı (DMY) GeoGebra kullanarak tamamlamışlardır. Bu bağlamda, öğrencilerin modelleme sürecinin hangi aşamasında ne tür zorluklarla karşılaştıkları detaylı bir şekilde ele alınılarak incelenmiştir. Çevrim içi matematiksel modelleme (ÇMM) sürecinde öğrencilerin zorlandıkları temalar; teknik zorluklar, bilgi erişimi ve güvenilirlik, sınırlı görünüm, görev paylaşımı, sınırlı etkileşim, zamanlama ve süre kısıtlamaları olarak belirlenmiştir. Modelleme sürecinde dijital araçların kullanımı, öğrencilere birçok avantaj sunarken, aynı zamanda teknik sorunlara da yol açabilmektedir. Matematikselleştirme ve matematiksel çalışma aşamalarında, özellikle dinamik matematik yazılımından kaynaklanan zorluklar dikkat çekici bir şekilde ortaya çıkmıştır. Ayrıca öğrencilerin farklı kaynaklardan bilgi edinirken karşılaştıkları zorlukların çözüm önerilerini zaman zaman olumsuz etkilediği tespit edilmiştir. ÇMM sürecinde öğrenciler akranları, öğretmenleri ve teknoloji ile sınırlı etkileşimleri modelleme döngüsünün farklı aşamalarında çeşitli zorluklara neden olmuştur. Gelecekteki araştırmalar, OMM süreçlerinde öğrencilerin teknik zorlukları aşarak etkileşim ve iş birliğini artıracak yöntemler geliştirmeye odaklanmalıdır.

Anahtar Kelimeler

Matematiksel Modelleme, Çevrimiçi Öğrenme, Zorluklar, GeoGebra, GeoGebra

Kaynakça

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