Pre-Service Mathematics Teachers’ Approaches to Students’ Possible Mistakes in Exponential and Square Root Numbers

Merve Özkaya; Alper Cihan Konyalıoğlu; Solmaz Damla Gedı̇k

Araştırma Makalesi

Pre-Service Mathematics Teachers’ Approaches to Students’ Possible Mistakes in Exponential and Square Root Numbers

Yıl 2013, Cilt: 3 Sayı: 2, 49 - 54, 30.06.2013

Merve Özkaya , Alper Cihan Konyalıoğlu Solmaz Damla Gedı̇k

Öz

The aim of the study is to investigate pre-service mathematics teachers’ approaches to students’
possible mistakes in exponential and square root numbers. Moreover this study determines their opinions about the
forming reasons of these errors and presents pre-service mathematics teachers’ solution suggestions. Conforming to
the purpose, the data were collected with documents and interviews; and descriptive and content features of the data
were analyzed. According to the results, this study identi ed that pre-service mathematics teachers had dif culty
in explaining the errors in the context of mathematical content knowledge (MCK) and according to them most of
these errors were teacher based. The offered solution suggestions of pre-service mathematics teachers in preventing
error formation were similar to the knowledge of pedagogical content components.

Anahtar Kelimeler

Pre-service mathematics teacher, mathematical content knowledge, pedagogical content knowledge, error, exponential and square root numbers

Kaynakça

Ball, D. L. Thames, M. H., Phelps, G. 2008. Content knowledge for teaching: What makes it special? Journal of Teacher Educati- on, 59 (5): 389-407.
Boz, N. 2004. Öğrencilerin hatasını tespit etme ve nedenlerini irde- leme. XIII. Ulusal Eğitim Bilimleri Kurultayı. İnönü Üniversi- tesi Eğitim Fakültesi, Malatya. Retrieved April 22, 2010 from http://www.pegema.net/dosya/dokuman/236.pdf.
Cochran, K. F., DeRuiter, J. A., King, R. A. 1993. Pedagogical con- tent knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44(4), 263- 272.
Durkaya, M., Aksu, Z., Öçal, M. F., Şenel, E.Ö., Konyalıoğlu, A., Hızarcı, S., Kaplan, A. 2011. Secondary school mathematics teachers’ approaches to students’ possible mistakes. Procedia Social and Behavioral Sciences 15, 2569–2573.
Houssart, J., Weller, B. 1999. Identifying and dealing with miscon- ceptions and errors in primary mathematics: Student teachers record their experiences, Mathematics Education Review, 11, 46-58.
Konyalıoğlu, A.C., Aksu, Z., Şenel, E.Ö., Tortumlu, N. 2010. Ma- tematik Öğretmen Adaylarının Matematik Soru Çözümlerin- de Yapılan Hataların Nedenlerini Sorgulama Becerilerinin İncelenmesi. Uluslararası Öğretmen Yetiştirme Politikaları ve Sorunları Sempozyumu II.
Hacettepe Üniversitesi, Mayıs 2010, Ankara. 29 Haziran 2010 tarihinde http://www.egitim. hacettepe.edu.tr/belge/UOYPSS2_BildiriKitabi.pdf adresin- den indirilmiştir.
National Council of Teachers of Mathematics 1989. Curriculum and evaluation standards for school mathematics. Reston, V.A: Author. NCTM.
National Council of Teachers of Mathematics 1991. Professional standards for teaching mathematics. Reston, V.A: Author. NCTM.
Park, S., Oliver, J.S. 2008. Revisiting the conceptualization of peda- gogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38: 261–284.
Shulman, L. 1986. Those who understand: knowledge growth in te- aching. Educational Researcher, 15 (2): 4-14. Yıldırım, A., Şimşek, H. 2008. Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.

Matematik Öğretmen Adaylarının Üslü ve Köklü Sayılar Konusunda Öğrencilerin Sahip Olabilecekleri Hatalara Yaklaşımları

Yıl 2013, Cilt: 3 Sayı: 2, 49 - 54, 30.06.2013

Merve Özkaya , Alper Cihan Konyalıoğlu Solmaz Damla Gedı̇k

Öz

Bu araştırmanın amacı, matematik öğretmen adaylarının üslü ve köklü sayılar konusunda öğrencilerin
sahip olabilecekleri hatalara yaklaşımlarını incelemek, hataların oluşma sebepleri hakkındaki görüşlerini ve çözüm
önerilerini belirlemektir. Durum çalışmasının kullanıldığı bu araştırmada, amaca uygun olarak doküman incelemesi
ve görüşmelerle toplanan veriler içerik ve betimsel olarak analiz edilmiştir. Araştırma sonucunda, öğretmen adayla-
rının yapılan hataları matematik alan bilgisi (MAB) bağlamında açıklamada güçlük çektikleri ve bu hataların oluş-
ma sebeplerinin çoğunun öğretmen temelli olduğu düşüncesinde oldukları tespit edilmiştir. Öğretmen adaylarının,
hataların oluşumunu önlemek için sundukları çözüm önerileri ise, pedagojik alan bilgisi bileşenleri ile benzerlik
göstermektedir.

Anahtar Kelimeler

Matematik öğretmen adayı, matematik alan bilgisi, pedagojik alan bilgisi, hata, üslü ve köklü sayılar

Kaynakça

Ball, D. L. Thames, M. H., Phelps, G. 2008. Content knowledge for teaching: What makes it special? Journal of Teacher Educati- on, 59 (5): 389-407.
Boz, N. 2004. Öğrencilerin hatasını tespit etme ve nedenlerini irde- leme. XIII. Ulusal Eğitim Bilimleri Kurultayı. İnönü Üniversi- tesi Eğitim Fakültesi, Malatya. Retrieved April 22, 2010 from http://www.pegema.net/dosya/dokuman/236.pdf.
Cochran, K. F., DeRuiter, J. A., King, R. A. 1993. Pedagogical con- tent knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44(4), 263- 272.
Durkaya, M., Aksu, Z., Öçal, M. F., Şenel, E.Ö., Konyalıoğlu, A., Hızarcı, S., Kaplan, A. 2011. Secondary school mathematics teachers’ approaches to students’ possible mistakes. Procedia Social and Behavioral Sciences 15, 2569–2573.
Houssart, J., Weller, B. 1999. Identifying and dealing with miscon- ceptions and errors in primary mathematics: Student teachers record their experiences, Mathematics Education Review, 11, 46-58.
Konyalıoğlu, A.C., Aksu, Z., Şenel, E.Ö., Tortumlu, N. 2010. Ma- tematik Öğretmen Adaylarının Matematik Soru Çözümlerin- de Yapılan Hataların Nedenlerini Sorgulama Becerilerinin İncelenmesi. Uluslararası Öğretmen Yetiştirme Politikaları ve Sorunları Sempozyumu II.
Hacettepe Üniversitesi, Mayıs 2010, Ankara. 29 Haziran 2010 tarihinde http://www.egitim. hacettepe.edu.tr/belge/UOYPSS2_BildiriKitabi.pdf adresin- den indirilmiştir.
National Council of Teachers of Mathematics 1989. Curriculum and evaluation standards for school mathematics. Reston, V.A: Author. NCTM.
National Council of Teachers of Mathematics 1991. Professional standards for teaching mathematics. Reston, V.A: Author. NCTM.
Park, S., Oliver, J.S. 2008. Revisiting the conceptualization of peda- gogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38: 261–284.
Shulman, L. 1986. Those who understand: knowledge growth in te- aching. Educational Researcher, 15 (2): 4-14. Yıldırım, A., Şimşek, H. 2008. Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.

Toplam 11 adet kaynakça vardır.

Ayrıntılar

Bölüm	Matematik / Mathematics
Yazarlar	Merve Özkaya Alper Cihan Konyalıoğlu Bu kişi benim Solmaz Damla Gedı̇k Bu kişi benim
Yayımlanma Tarihi	30 Haziran 2013
Gönderilme Tarihi	12 Eylül 2012
Kabul Tarihi	17 Aralık 2012
Yayımlandığı Sayı	Yıl 2013 Cilt: 3 Sayı: 2

Kaynak Göster

APA	Özkaya, M., Konyalıoğlu A. C., & Gedı̇k S. D. (2013). Pre-Service Mathematics Teachers’ Approaches to Students’ Possible Mistakes in Exponential and Square Root Numbers. Journal of the Institute of Science and Technology, 3(2), 49-54.
AMA	Özkaya M, Konyalıoğlu AC, Gedı̇k SD. Pre-Service Mathematics Teachers’ Approaches to Students’ Possible Mistakes in Exponential and Square Root Numbers. Iğdır Üniv. Fen Bil Enst. Der. Haziran 2013;3(2):49-54.
Chicago	Özkaya, Merve, Konyalıoğlu Alper Cihan, ve Gedı̇k Solmaz Damla. “Pre-Service Mathematics Teachers’ Approaches to Students’ Possible Mistakes in Exponential and Square Root Numbers”. Journal of the Institute of Science and Technology 3, sy. 2 (Haziran 2013): 49-54.
EndNote	Özkaya M, Konyalıoğlu AC, Gedı̇k SD (01 Haziran 2013) Pre-Service Mathematics Teachers’ Approaches to Students’ Possible Mistakes in Exponential and Square Root Numbers. Journal of the Institute of Science and Technology 3 2 49–54.
IEEE	M. Özkaya, Konyalıoğlu A. C., ve Gedı̇k S. D., “Pre-Service Mathematics Teachers’ Approaches to Students’ Possible Mistakes in Exponential and Square Root Numbers”, Iğdır Üniv. Fen Bil Enst. Der., c. 3, sy. 2, ss. 49–54, 2013.
ISNAD	Özkaya, Merve vd. “Pre-Service Mathematics Teachers’ Approaches to Students’ Possible Mistakes in Exponential and Square Root Numbers”. Journal of the Institute of Science and Technology 3/2 (Haziran 2013), 49-54.
JAMA	Özkaya M, Konyalıoğlu AC, Gedı̇k SD. Pre-Service Mathematics Teachers’ Approaches to Students’ Possible Mistakes in Exponential and Square Root Numbers. Iğdır Üniv. Fen Bil Enst. Der. 2013;3:49–54.
MLA	Özkaya, Merve vd. “Pre-Service Mathematics Teachers’ Approaches to Students’ Possible Mistakes in Exponential and Square Root Numbers”. Journal of the Institute of Science and Technology, c. 3, sy. 2, 2013, ss. 49-54.
Vancouver	Özkaya M, Konyalıoğlu AC, Gedı̇k SD. Pre-Service Mathematics Teachers’ Approaches to Students’ Possible Mistakes in Exponential and Square Root Numbers. Iğdır Üniv. Fen Bil Enst. Der. 2013;3(2):49-54.