Investigation of Middle Grade Mathematics Teachers’ Suggestions for Eliminating Student Misconceptions According to Different Variables

Autor: Atilla Özdemir, Aysun Ipekoğlu, Mine Aktaş
Jazyk: turečtina
Rok vydání: 2021
Předmět:
Zdroj: Volume: 7, Issue: 1 123-149
Artvin Çoruh Üniversitesi Uluslararası Sosyal Bilimler Dergisi
ISSN: 2458-8385
2536-5045
Popis: Bu araştırmanın amacı, ortaokul matematik öğretmenlerinin matematik derslerinde karşılaştıkları kavram yanılgılarının gidermeye yönelik sundukları çözüm önerilerini ve bu çözüm önerilerini etkileyen faktörleri incelenmektir. Bu çalışmada tarama modeli kullanılmıştır. Araştırma 2015- 2016 eğitim-öğretim yılında Ankara il Milli Eğitim Müdürlüğü’ne bağlı ortaokullarda, görev yapan 129 matematik öğretmeni ile gerçekleştirilmiştir. Araştırmanın verileri 6 sorudan oluşan Kavram Yanılgıları Çözüm Anketi (KYÇA)’nden elde edilmiştir. Öğretmenlerin KYÇA’ da sundukları çözüm önerileri puanlandırılarak elde edilen nicel verileri analiz etmek için Mann- Whitney U ve Kruskal Wallis Testleri kullanılmıştır. Elde edilen bulgulara göre ortaokul matematik öğretmenlerinin kavram yanılgılarını gidermeye yönelik ürettikleri çözüm önerilerinin sayısında cinsiyet, öğrenim durumu, lisans akademik başarı düzeyi, mesleki kıdem, meslektaşlarla iletişim, eğitim yaklaşımı ve sınıf mevcudu değişkenlerine göre anlamlı bir fark gözlenmemiştir (p>0.05). Nitel verilerin analizinde ise içerik analizi yöntemi kullanılmıştır. Analiz sonuçlarına göre öğretmenlerin kavram yanılgılarının giderilmesine yönelik sundukları çözüm önerileri öğretim bilgisi, öğretim için teknoloji bilgisi, öğrenci bilgisi ve diğer olmak üzere dört temada ele alınmıştır. Öğretmenlerin bu temalar altında kritik noktaları vurgulama, matematiksel şekil ve modelleme, konu tekrarı, somut öğretim materyali kullanma, kavram yanılgılarına hitap etme vb. gibi çeşitli çözüm önerileri sundukları görülmüştür.
The aim of this study was to investigate solution proposals of the school teachers towards removal of misconceptions by various factors in math classes. The research was a study in the survey method. The research was conduThe aim of this study was to investigate solution proposals of the school teachers towards removal of misconceptions by various factors in math classes. The research was a study in the survey method. The research was conducted with 129 math teachers working in 2015-2016 academic year in public schools of Ankara province. Data of the study were obtained from the Removal of Misconceptions Questionnaire (KYÇA), which consisted of 6 questions. The quantitative data obtained by scoring the teachers' solution suggestions in KYÇA was analyzed with Mann- Whitney U and Kruskal Wallis Test. According to the results of the study, there is no significant difference in number of the solution proposals produced by middle school math teachers towards removal of misconceptions according to gender, education status, academic achievement, professional seniority, communication with colleagues, educational approach and classroom status variables(p> 0.05). Content analysis method was used in the analysis of qualitative data. According to the results of the analysis, the proposed solutions for the removal of the misconceptions of the teachers were discussed in four themes: teaching information, technology information for teaching, student knowledge and others. Under these themes, it was seen that teachers suggested various solution methods such as emphasizing critical points, mathematical form and modeling, subject recall, concrete teaching material, addressing according to concept misconceptions.cted with 129 math teachers working in 2015-2016 academic year in public schools of Ankara province. Data of the study were obtained from the Removal of Misconceptions Questionnaire (KYÇA), which consisted of 6 questions. The quantitative data obtained by scoring the teachers' solution suggestions in KYÇA was analyzed with Mann- Whitney U and Kruskal Wallis Test. According to the results of the study, there is no significant difference in number of the solution proposals produced by middle school math teachers towards removal of misconceptions according to gender, education status, academic achievement, professional seniority, communication with colleagues, educational approach and classroom status variables(p> 0.05). Content analysis method was used in the analysis of qualitative data. According to the results of the analysis, the proposed solutions for the removal of the misconceptions of the teachers were discussed in four themes: teaching information, technology information for teaching, student knowledge and others. Under these themes, it was seen that teachers suggested various solution methods such as emphasizing critical points, mathematical form and modeling, subject recall, concrete teaching material, addressing according to concept misconceptions.
Databáze: OpenAIRE
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