Levent Akgün

Matematiksel Modellemenin Matematik Öğretmeni Adaylarının Matematik, Matematiğin Öğretimi Ve Öğrenimine Yönelik İnançları Üzerindeki Etkisinin İncelenmesi

Bu calismanin amaci matematik ogretmeni adaylarinin matematiksel modelleme surecindeki matematik, matematigin ogretimi ve ogrenimine yonelik inanclarinda bir degisiklik olup olmadigini incelemektir. Calismanin orneklemi, “matematiksel modelleme” dersini alan 38 ilkogretim matematik ogretmeni adayindan olusmaktadir. Calismada nicel yontemin deneysel desenlerinden zayif deneysel tek grup on test – son test deseni kullanilmistir. Arastirmada veri toplama araci olarak kullanilan 26 maddelik ve 5’li Likert tipi olarak matematik, matematik ogretimi ve ogrenimi hakkindaki inanc olcegi (MHIO) kullanilmistir. Ogrencilerin matematik hakkindaki inanc puanlarini on ve son test bakimindan karsilastirmak amaci ile verilerin analizinde eslestirilmis t- testi kullanilmistir. Calismanin sonucunda matematik ogretmeni adaylarinin matematiksel modelleme yonteminden sonra geleneksel inanc puanlarinda azalma gorulurken, yapilandirmaci inanc puanlarinda ve matematik hakkindaki inanclarinin toplam puanlarinda artmanin oldugu ve bu farkliliklarin istatistiksel olarak anlamli oldugu gorulmustur.

Prospective Elementary Mathematics Teachers' Skills to Solve Problems Involving Multi-Solution

The study has been carried out to evaluate the performance of prospective elementary mathematics teachers with regard to the problems with multiple solutions for different mathematical subjects. With the participation of 239 prospective teachers in the department of mathematics teaching of elementary schools, the study has been conducted in the end of the spring semester 2013-2014. As the study aims to analyze how the problem solving scores related to the problems with multiple solutions of prospective elementary mathematics teachers vary in terms of grade level, the survey model has been utilized in the study. In addition to the support from literature as data collection tool, the problems with multiple solutions formed by researchers have been used. In the end of the study, it has been concluded that there is no statistically significant difference among the scores of multiple solutions at the grade levels in verbal, algebraic and geometry problems, but there is a statistically significant difference among the grade levels in the systems of equations problems.