Araştırma Makalesi
Yıl 2015,
Cilt: 6 Sayı: 1, 1 - 17, 07.04.2015
Öz
Kaynakça
- References
- Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16, 183-198.
- Baki, A. (1998). Balancing the conceptual and algorithmic knowledge in teaching mathematics. Declaration presented to the Mathematics Symposium at Atatürk University 40. Anniversary of Establishment.
- Baki, A., & Kartal, T. (2002). Assessing the algebra knowledge of high-school students in terms of conceptual and algorithmic knowledge. V. National Science and Mathematics Education Congress Declaration Book. Ankara: State Books Management Publishing House, 2002.
- Coştu, B. (2007). Comparison of Students’ Performance on Algorithmic, Conceptual and Graphical Chemistry Gas Problems. Journal of Science Education and Technology, 16, (5), 379-386.
- Coştu, B. (2010). Algorithmic, conceptual and graphical chemistry problems. Asian Journal of Chemistry, 22, 8 (11), 6013-6025.
- Driscoll, M. (1999). Fostering algebraic thinking: A guide for teachers, grades 6-10. Portsmouth, NH: Heinemann.
- Douady, R. (1986). Jeux de cadres et dialectique outil/objet. Recherches en Didactique des Mathématiques, 7(2), 5-32.
- Erkan Erkoç, N., & Coştu, B. (2011). Comparison of chemistry teacher candidates in terms of conceptual, algorithmic and graphical success at classroom level. II. National Chemistry Education Congress.
- Even, R. (1998). Factors involved in linking representations of functions. Journal of Mathematical Behavior, 17(1), 105-121.
- Hiebert J., & Carpenter T. (1992). Learning and teaching with understanding. In D.A. Grouws(Ed.), Handbook of research on mathematics teaching and learning (pp. 65–97). New York: Macmillan.
- Keller, B. A., & Hirsch, C. R., (1998). Student Preferences for Representations of Functions. International Journal of Mathematical Education in Science and Technology, 29( 1), 1-17.
- Kekule, M. (2008). Graphs in physics education. GIREP 2008 Conference physics curriculum design, development and validation, Nicosia, Cyprus.
- Mack, N. (1995). Confounding whole-number and fraction concept when building on informal knowledge. Journal for Research Mathematics Education, 26(5), 422-441.
- McGowan, M. & Tall, D. (2001). Flexible Thinking, Consistency, and Stability of Responses:A Study of Divergence. [Online]: Retrieved on 7-February 2005, at URL: http://www.warwick.ac.uk/staff/David.Tall/drafts/dot2001-mcgowen-tall-draft.pdf.
- MoNE, (2012). Ilkogretim matematik dersi (6-8 siniflar) ogretim programi [Elementary school mathematics teaching program (grades 6-8)]. Ankara, Turkey.
- Moseley, B. (2005). Students’ early mathematical representation knowledge: The effects of emphasizing single or multiple perspectives of the rational number domain in problem solving. Educational Studies in Mathematics, 60, 37–69.
- NES (1993), National education standards: Observe, interact, change, learn. National Academic Press, Washington, DC.
- NCTM, (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
- Özsoy,N., & Kemankaşlı, N. (2004). Basic mistakes and conceptual errors of secondary school students about circles. Turkish Online Journal of Educational Technology. 3 (4), 140-147.
- Piez, C. M., & Voxman, M.H. (1997). Multiple representations-using different perspectives to form a clearer picture. Mathematics Teachers, 90(2), 164-166.
- Tairab, H. H., & Khalaf Al-Naqbi, A. K. (2004). How do secondary school science students interpret and construct scientific graphs? Journal of Biological Education, 38(3), 127-132.
- Yang, D. C., Li, M. N., & Lin, C.I. A study of the performance of 5th graders in number sense and its relationship to achievement in mathematics. International Journal of Science and Mathematics Education, 6(4), 789-807.
An Investigation of Seventh Grade Students’ Performances on Conceptual, Procedural and Graphical Problems Regarding Circles
Öz
The purpose of this study is to determine seventh grade students’ preferences among the procedural, conceptual and graphical questions in the subject of circles, to define their success levels in their preferences, and to compare students’ success levels in one question type with their performances in other question types. The methodology adopted during this research was case study. Based on criterion-based purposive sampling strategy, 98 middle school students were selected as the participants. Data were collected through an achievement test consisting of nine questions (three per question type). The results obtained from the study indicated that students mostly preferred graphical question types. Moreover, majority of students could not succeeded high levels in their preferred question types. In addition, the students performed better in graphical question types; however, the failure in procedural question types was remarkable.
Keywords: Multiple representations, middle school students, mathematics education, circles
Anahtar Kelimeler
Multiple representations middle school students mathematics education circles
Kaynakça
- References
- Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16, 183-198.
- Baki, A. (1998). Balancing the conceptual and algorithmic knowledge in teaching mathematics. Declaration presented to the Mathematics Symposium at Atatürk University 40. Anniversary of Establishment.
- Baki, A., & Kartal, T. (2002). Assessing the algebra knowledge of high-school students in terms of conceptual and algorithmic knowledge. V. National Science and Mathematics Education Congress Declaration Book. Ankara: State Books Management Publishing House, 2002.
- Coştu, B. (2007). Comparison of Students’ Performance on Algorithmic, Conceptual and Graphical Chemistry Gas Problems. Journal of Science Education and Technology, 16, (5), 379-386.
- Coştu, B. (2010). Algorithmic, conceptual and graphical chemistry problems. Asian Journal of Chemistry, 22, 8 (11), 6013-6025.
- Driscoll, M. (1999). Fostering algebraic thinking: A guide for teachers, grades 6-10. Portsmouth, NH: Heinemann.
- Douady, R. (1986). Jeux de cadres et dialectique outil/objet. Recherches en Didactique des Mathématiques, 7(2), 5-32.
- Erkan Erkoç, N., & Coştu, B. (2011). Comparison of chemistry teacher candidates in terms of conceptual, algorithmic and graphical success at classroom level. II. National Chemistry Education Congress.
- Even, R. (1998). Factors involved in linking representations of functions. Journal of Mathematical Behavior, 17(1), 105-121.
- Hiebert J., & Carpenter T. (1992). Learning and teaching with understanding. In D.A. Grouws(Ed.), Handbook of research on mathematics teaching and learning (pp. 65–97). New York: Macmillan.
- Keller, B. A., & Hirsch, C. R., (1998). Student Preferences for Representations of Functions. International Journal of Mathematical Education in Science and Technology, 29( 1), 1-17.
- Kekule, M. (2008). Graphs in physics education. GIREP 2008 Conference physics curriculum design, development and validation, Nicosia, Cyprus.
- Mack, N. (1995). Confounding whole-number and fraction concept when building on informal knowledge. Journal for Research Mathematics Education, 26(5), 422-441.
- McGowan, M. & Tall, D. (2001). Flexible Thinking, Consistency, and Stability of Responses:A Study of Divergence. [Online]: Retrieved on 7-February 2005, at URL: http://www.warwick.ac.uk/staff/David.Tall/drafts/dot2001-mcgowen-tall-draft.pdf.
- MoNE, (2012). Ilkogretim matematik dersi (6-8 siniflar) ogretim programi [Elementary school mathematics teaching program (grades 6-8)]. Ankara, Turkey.
- Moseley, B. (2005). Students’ early mathematical representation knowledge: The effects of emphasizing single or multiple perspectives of the rational number domain in problem solving. Educational Studies in Mathematics, 60, 37–69.
- NES (1993), National education standards: Observe, interact, change, learn. National Academic Press, Washington, DC.
- NCTM, (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
- Özsoy,N., & Kemankaşlı, N. (2004). Basic mistakes and conceptual errors of secondary school students about circles. Turkish Online Journal of Educational Technology. 3 (4), 140-147.
- Piez, C. M., & Voxman, M.H. (1997). Multiple representations-using different perspectives to form a clearer picture. Mathematics Teachers, 90(2), 164-166.
- Tairab, H. H., & Khalaf Al-Naqbi, A. K. (2004). How do secondary school science students interpret and construct scientific graphs? Journal of Biological Education, 38(3), 127-132.
- Yang, D. C., Li, M. N., & Lin, C.I. A study of the performance of 5th graders in number sense and its relationship to achievement in mathematics. International Journal of Science and Mathematics Education, 6(4), 789-807.
Toplam 23 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Alan Eğitimleri |
| Bölüm | Araştırma Makaleleri |
| Yazarlar | |
| Yayımlanma Tarihi | 7 Nisan 2015 |
| Yayımlandığı Sayı | Yıl 2015 Cilt: 6 Sayı: 1 |