Geleceğin matematik öğretmenlerinin rasyonel ve irrasyonel sayı kavramları konusundaki bilgileri
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Date
2017-06-07
Authors
Çevikbaş, Mustafa
Argün, Ziya
Journal Title
Journal ISSN
Volume Title
Publisher
Uludağ Üniversitesi
Abstract
Bu araştırmada matematik öğretmen adaylarının rasyonel ve irrasyonel sayı kavramlarına ilişkin bilgilerinin incelenmesi amaçlanmıştır. Nitel araştırma yöntemlerinin kullanıldığı bu çalışma, durum çalışması şeklinde tasarlanmıştır. Araştırmanın katılıcılarını 40 ortaöğretim matematik öğretmen adayı oluşturmaktadır. Araştırmacılar tarafından oluşturulan açık uçlu soru formu ve yarı yapılandırılmış görüşmeler aracılığıyla toplanan verilerin analizi sonucu katılımcıların birçoğunun rasyonel ve irrasyonel sayılar konusundaki kavram bilgilerinin eksik ya da hatalı olduğu belirlenmiştir. Katılımcıların bu konuda bazı kavram yanılgılarına sahip oldukları, rasyonel ve irrasyonel sayıları birbirinden ayırt etmede yeterince başarılı olamadıkları, bir sayının farklı temsillerinin eşitliğinin bilincinde olmadıkları ve rasyonel ve irrasyonel sayı kümelerinin kardinalitelerinin belirleme ve birbiri ile mukayese etme konusunda yetersiz kaldıkları belirlenmiştir.
The purpose of the study was to explore prospective mathematics teachers’ knowledge of rational and irrational numbers. The study in which qualitative research methods were used were designed as a case study. 40 prospective teachers of secondary mathematics education constituted the participants of the study. The data was collected through the open-ended questionnaire developed by the researchers and semi-structured interviews. Based on the analysis of the data collected, it was figured out that most of the participants lacked concept knowledge regarding rational and irrational numbers. It was also found out that the participants had some misconceptions about that subject, and that they were not successful enough to differentiate between rational and irrational numbers. Moreover, it was determined that they were not aware of equivalent of different representations used for a number, and that they remained incapable of identifying cardinalities of rational and irrational number sets, and of comparing one another.
The purpose of the study was to explore prospective mathematics teachers’ knowledge of rational and irrational numbers. The study in which qualitative research methods were used were designed as a case study. 40 prospective teachers of secondary mathematics education constituted the participants of the study. The data was collected through the open-ended questionnaire developed by the researchers and semi-structured interviews. Based on the analysis of the data collected, it was figured out that most of the participants lacked concept knowledge regarding rational and irrational numbers. It was also found out that the participants had some misconceptions about that subject, and that they were not successful enough to differentiate between rational and irrational numbers. Moreover, it was determined that they were not aware of equivalent of different representations used for a number, and that they remained incapable of identifying cardinalities of rational and irrational number sets, and of comparing one another.
Description
Bu çalışmanın bir bölümü XVIII. International Congress Amse-Amce-Waer’da sözlü bildiri olarak sunulmuştur.
Keywords
Rasyonel sayı, İrrasyonel sayı, Kavram bilgisi, Matematik öğretmen adayları, Rational number, Irrational number, Concept knowledge, Mathematics prospective teachers
Citation
Çevikbaş, M. ve Argün Z. (2017). “Geleceğin matematik öğretmenlerinin rasyonel ve irrasyonel sayı kavramları konusundaki bilgileri”. Uludağ Üniversitesi Eğitim Fakültesi, 30(2), 551-581.