Developing the Teaching Material Supported with GeoGebra for Circle and Disc Subject at Seventh Grade

Many studies showed that computer-assisted teaching had positive effects on students' success, attitude, permanent and motivation. On the other hand, some studies showed that students had various difficulties and some misconceptions about circle and disc subject. It is recommended to use computer technology effectively in the modeling of geometric concepts and the discovery of relationships. In this context, computer-assisted teaching material supported with GeoGebra software for “Circle and Disc” subject has been developed. The aim of this study is to introduce teaching material supported with GeoGebra for “Circle and Disc” subjects at seventh grade. The teaching material was carried out with 22 seventh grade students in a secondary school in Isparta. After the classroom application, teaching material supported with GeoGebra was revised in accordance with the opinions of teachers and students. As a result of the application, it was determined that teaching material supported with GeoGebra provides the opportunity to observe and discover in a dynamic environment, visualize the concepts visually and offers the opportunity for conceptual learning

Desarrollo y validación de una escala para evaluar la frecuencia de uso de herramientas y métodos de evaluación en el aula para profesores de matemáticas

The purpose of this study was to develop a scale to assess the frequency of using classroom assessment tools and methods for mathematics teachers. This study was conducted on 320 Turkish mathematics teachers. The data were analysed using the SPSS 17.0 and LISREL 8.8 statistical software packages. EFA and CFA, item-total correlations, and convergent and discriminant validities were used to assess the construct validity. EFA and item analysis were performed with 170 mathematics teachers. After EFA, a four-factor scale with 25 items was identified, explaining 52.38% of the variance. The CFA was carried out with 150 mathematics teachers. The first and second-order CFA results indicated that the scale model had good fit indices, and the convergent and discriminant validity of the scale was confirmed. The Cronbach's alpha and composite reliability (CR) coefficients were satisfactory. The results of this study showed that the scale is a reliable and valid instrument for assessing the frequency of mathematics teachers’ use of classroom assessment tools and methods.Este estudio tiene como objetivo el desarrollo de una escala para evaluar la frecuencia de uso de herramientas y métodos de evaluación en el aula por parte del profesoradode matemáticas. En el estudio participaron 320 profesores de matemáticas turcos. Los datos fueron analizados utilizando los paquetes de software estadístico SPSS17.0 y LISREL 8.8. Para evaluar la validez del constructo se usó el AFE y el AFC, las correlaciones ítem-total y las validaciones convergente y discriminante. El AFE y elanálisis de ítems se realizaron con 170 profesores de matemáticas. Tras el AFE, se identificó una escala de cuatro factores con 25 ítems, que explicaban el 52,38 % de lavarianza. El AFC fue llevado a cabo con 150 profesores de matemáticas. Los resultados del AFC de primer y segundo orden indicaron que el modelo de la escala presentabaadecuados índices de ajuste, y se confirmó la validez convergente y discriminante de la escala. Los coeficientes alfa de Cronbach y de fiabilidad compuesta (RC) fueron satisfactorios. Los resultados de este estudio mostraron que la escala es un instrumento fiable y válido para evaluar la frecuencia con que el profesorado de matemáticas utiliza los instrumentos y métodos de evaluación en el aula

Identifying the Factors Influencing Mathematics Teachers' Grading Practices Regarding Students' In-Class Performance: A Reliability and Validity Study

This study aims to develop a scale to identify the factors influencing mathematics teachers' grading practices regarding students' in-class performance. The study was carried out with 180 secondary and 140 high school mathematics teachers from the southwestern region of Türkiye. The scale’s construct validity was determined using item analysis, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). The EFA results showed that the scale consisted of a 5-point Likert-type scale with 36 items under eight factors (mathematical knowledge and skills, social behaviors, affective skills, effort, homework performance, follow-up test results, academic exam results, and external benchmarks). The scale explained 70.02% of the total variance, with factor loadings ranging from 0.50 to 0.92. The item-total correlations ranged from 0.36 to 0.64, and t-test results for the item discrimination index were significant. The Cronbach's alpha coefficient for the overall scale was calculated to be 0.92. The CFA results indicated that the scale model had a good fit (Chi-square/df = 1.39; RMSEA = 0.051; IFI = 0.98; NNFI = 0.97; CFI= 0.98; and SRMR = 0.062). Based on the findings, the scale is a valid and reliable instrument that may be used in determining the factors influencing mathematics teachers’ grading practices

Sınıf Öğretmenlerinin Ölçme-Değerlendirme Uygulama Amaçlarının Yeni Matematik Öğretimi Programı Kapsamında İncelenmesi

The aim of this study is to examine the purpose of conducting the measurement and assessment practice of 4th and 5th grade teachers within the context of 2005 Primary School Mathematics Curriculum. To this aim, online questionnaire was administered to 512 fourth and fifth grade teachers who were randomly selected from 7 geographical regions and 15 cities in Turkey. Additionally, a case study was conducted with eight of them selected from Trabzon through interviews, observations and using document analysis methods. The collected data were analyzed using SPSS 15.0 and NVivo 8.0 programmes. The findings obtained from the questionnaire showed that elementary teachers conduct in a stable manner with the formative and summative assessment practice. However, findings obtained from case study revealed that there are some inconsistencies between the statements and classroom applications of elementary teachers, and that diagnostic and formative assessment practice, which were prescribed in 2005 mathematics curriculum, are not effectually conducted by them.Bu araştırmanın amacı, dördüncü ve beşinci sınıf öğretmenlerinin 2005 İlköğretim Matematik Dersi Öğretimi Programı (İMDÖP) bağlamında ölçme-değerlendirme uygulama amaçlarını incelemektir. Bu amaçla Türkiye’nin 7 coğrafi bölgesindeki 15 ilden rasgele seçilen 512 dördüncü ve beşinci sınıf öğretmenine anket web ortamında uygulanmıştır. Ayrıca Trabzon İli’nden seçilen 8 sınıf öğretmeni ile mülakat, gözlem ve doküman analizi metotları kullanılarak özel durum çalışması yürütülmüştür. Veriler SPSS 15.0 ve NVivo 8.0 programları yardımıyla analiz edilmiştir. Anketten elde edilen bulgular, sınıf öğretmenlerinin biçimlendirmeye ve değer biçmeye yönelik ölçmedeğerlendirme uygulamalarını dengeli bir şekilde yürüttüklerini göstermiştir. Ancak özel durum çalışmasından elde edilen bulgular, bazı sınıf öğretmenlerinin söylemleri ile sınıf içi uygulamaları arasında tutarsızlıklar olduğunu ve 2005 İMDÖP’te öngörülen tanımaya ve biçimlendirmeye yönelik ölçme-değerlendirme uygulamalarını etkili bir şekilde yürütmediklerini ortaya koymuştur

SINIF ÖĞRETMENİADAYLARININ ÖLÇME VE DEĞERLENDİRME KONUSUNDAKİ BİLGİ DÜZEYLERİNİN İNCELENMESİ

Bu çalışmanın amacı, sınıf öğretmeni adaylarının ölçme ve değerlendirme konusundaki bilgi düzeylerini tespit etmektir. Çalışmada tarama yöntemi kullanılmıştır. Çalışma grubunu son sınıfta öğrenim gören 80 sınıf öğretmeni adayıoluşturmaktadır. Veriler on bir açık uçlu sorudan oluşan anket ile toplanmıştır. Anketten elde edilen veriler betimsel analiz yöntemiyle çözümlenmiştir. Çalışmanın bulgularısınıf öğretmeni adaylarının birçoğunun öğrencilerin başarısınıve performansınıbelirlemede yazılıyoklamayı, çoktan seçmeli test türünü ve soru-cevap tekniğini daha çok kullanma eğiliminde olduklarınıgöstermektedir. Çalışma sonucunda, sınıf öğretmeni adaylarının çoğunun alternatif değerlendirme yöntemleri konusundaki bilgilerinin yeterli olmadığısaptanmıştır. Bu sebeple, sınıf öğretmeni adaylarına öğretimleri sürecinde alternatif değerlendirme yöntemleri konusunda deneyim yaşama ve uygulama yapma fırsatıverilmelidir

USPOREDBA POGREŠNIH PREDODŽBI O KONCEPTIMA VJEROJATNOSTI KOD UČENIKA RAZLIČITOG STUPNJA OBRAZOVANJA

The aim of the paper is to compare and evaluate the probability-related misconceptions of pupils at different education levels. A cross-sectional/age study was thus conducted with 540 pupils in 5th-8th grades. An instrument, comprising six questions on the concepts of compound events, probability of an event and probability comparisons, was used. Data were analyzed using descriptive statistical techniques (SPSS 15.0) and the chi-square test. This study showed that the percentage of correct answers increased when the level of education increased, whereas the misconceptions about the concept of compound events I decreased; also, the percentage of correct answers decreased and the misconceptions about the concept of compound events II increased. In the questions related to the concept of probability of an event and probability comparisons, as the level of education increased both the percentage of correct answers and the misconceptions increased. Therefore, it can be suggested that pupils’ misconceptions regarding probability concepts vary, which depends on the characteristics of such concepts and pupils\u27 age and education level.Cilj ovoga rada je usporediti i vrednovati pogrešne predodžbe koje učenici na različitim obrazovnim razinama imaju kada je riječ o konceptima vjerojatnosti. Provedeno je stoga istraživanje na uzorku od 540 učenika od petog do osmog razreda. Korišten je instrument sa šest pitanja o konceptima složenih događaja, vjerojatnosti nekog događaja i usporedbama vjerojatnosti. Podaci su analizirani uz primjenu metoda deskriptivne statistike (SPSS 15.0) i hi-kvadrat testa. Istraživanje je pokazalo da se s povećanjem obrazovne razine povećava broj točnih odgovora, a smanjuje broj pogrešnih predodžbi o konceptu složenih događaja I, dok se smanjuje postotak točnih odgovora, a povećava broj pogrešnih predodžbi o konceptu složenih događaja II. Kada je riječ o pitanjima koja se odnose na koncepte vjerojatnosti nekog događaja i usporedbe vjerojatnosti, s povećanjem obrazovne razine dolazi do povećanja i postotka točnih odgovora i pogrešnih predodžbi. Ukratko, može se zaključiti da pogrešne predodžbe učenika o konceptu vjerojatnosti variraju ovisno o karakteristikama tih koncepata kao i učenikovoj dobi, odnosno obrazovnoj razini

STAVOVI UČENIKA I NJIHOVIH NASTAVNIKA VEZANI UZ RAČUNALNO POTPOMOGNUTO UČENJE: PRIMJER POUČAVANJA TEORIJE VJEROJATNOSTI

Traditional instructional methods fail to overcome difficulties when teaching the subject of probability. Hence, the use of information and communication technology may be a useful approach to overcome these obstacles. This paper aims to fi nd out the elementary school students’ and their teachers’ views about computer-assisted instruction in the school subject of probability. To achieve this end, computer-assisted instructional materials consisting of animations and simulations with 30 interfaces were developed by means of Dreamweaver MX 2004 and Flash MX 2004, and then they were transferred to an HTML medium. Instruction based on the materials developed in the study was conducted with 8th grade students in two different elementary schools. The study sample consisted of two mathematics teachers and their own classes of a total of 46 students. To collect data, semi-structured interviews were conducted with both the teachers and 6 students from each school. In the light of the results, it can be deduced that both the teachers and the students have positive opinions of and a tendency towards computer-assisted instruction. It made the subject more concrete and associated it with real life. At the end of the study, some suggestions regarding both the material and the effectiveness of CAI are also provided.Tradicionalne nastavne metode ne mogu prevladati poteškoće vezane za poučavanje računa vjerojatnosti. Zato bi korištenje informacijske i komunikacijske tehnologije moglo biti koristan pristup prevladavanju tih prepreka. Ovaj rad ima za cilj otkriti stavove učenika osnovnih škola i njihovih nastavnika o računalno potpomognutom učenju računa vjerojatnosti. Kako bi postigli taj cilj, izrađeni su računalni nastavni materijali koji su obuhvaćali animacije i simulacije s 30 sučelja pomoću programa Dreamweaver MX 2004 i Flash MX 2004, te su preneseni na HTML medij. Nastava pomoću materijala izrađenih u istraživanju provedena je s učenicima 8. razreda u dvije osnovne škole. Uzorak istraživanja sastojao se od dva nastavnika matematike i njihovih razreda uz obuhvat od ukupno 46 učenika. Za prikupljanje podataka, provedeni su polu-strukturirani intervjui kako s učiteljima tako i sa 6 učenika iz svake škole. Iz rezultata je moguće izvesti da i nastavnici i učenici imaju pozitivno mišljenje i pozitivne sklonosti u odnosu na računalo u nastavi. Računalo je nastavnu cjelinu učinilo konkretnijom i približilo je stvarnom životu. Na kraju istraživanja, dani su određeni prijedlozi vezani kako uz materijale tako i uz učinkovitost računala u nastavi

Utjecaj nastave uz pomoć računala na postignuća i stavove učenika sedmog razreda prema matematici: slučaj obrade teme „Uspravni kružni valjak“

The purpose of this study was to investigate the effect of computer-assisted instruction (CAI) regarding concepts of “surface area and volume of vertical circular cylinder” on seventh grade students’ achievement and attitudes toward mathematics. A pre-test and post-test control group with quasi-experimental study design was used. This research was carried out with 49 seventh grade Turkish students (24 students in the experimental group, and 25 students in the control group). The students in the experimental group were taught with CAI, while the students in the control group were taught in the traditional way (textbook-based direct instruction). The “Mathematics Achievement Test (MAT)” and the “Mathematics Attitude Scale (MAS)” were administered to both groups as a pre-test and a post-test. The data were analyzed with multivariate analysis of variance (MANCOVA). The results indicated that CAI significantly improved students’ mathematics achievement compared to the results achieved through traditional instruction. However, it was found that short-term CAI implementation did not make a significant difference on students’ attitudes toward mathematics.Cilj je ovoga rada ispitati učinak nastave uz pomoć računala na postignuća i stavove učenika sedmog razreda prema matematici kada se radi o pojmovima kao što su „oplošje i obujam uspravnog kružnog valjka“. Korišten je kvazieksperimentalan dizajn istraživanja koji je uključivao kontrolnu skupinu na kojoj je proveden predtest i posttest. Istraživanje je provedeno na uzorku od 49 učenika sedmog razreda u Turskoj (24 učenika u eksperimentalnoj skupini i 25 učenika u kontrolnoj skupini). Učenike u eksperimentalnoj skupini poučavalo se uz pomoć računala, a učenici u kontrolnoj skupini poučavani su na tradicionalan način (izravna nastava koja se temelji na udžbenicima). Na obje skupine proveden je „Test postignuća iz matematike“ i „Ljestvica za ispitivanje stavova prema matematici“, kao predtest i posttest. Podaci su analizirani multivarijatnom analizom varijance (MANCOVA). Rezultati upućuju na to da nastava uz pomoć računala značajno poboljšava postignuća učenika u matematici u usporedbi s rezultatima dobivenima provedbom tradicionalnog načina nastave. Međutim, pokazalo se da kratkotrajna primjena nastave uz pomoć računala nije značajno promijenila stavove učenika prema matematici

İlköğretim Matematik Öğretmeni Adaylarının Matematik Hakkındaki İnançlarının Ulusal Düzeyde Karşılaştırılması

The aim of present study is to reveal pre-service elementary mathematics teachers’ (PEMTs) beliefs about mathematics in national perspective and to compare the regional differences. The sample of study was composed of 1418 PEMTs enrolled in 21 different universities as 4th year students in Turkey. 12 regions determined in Nomenclature of Territorial Units or Statistics (NUTS) Level 1 were considered during the selection of sample universities. As data collection tools, “beliefs about the nature of mathematics”, “beliefs about mathematics learning” and “beliefs about the achievement in mathematics” scales which were developed in TEDS-M study and contain a total of five factors were used. The collected data were analyzed to descriptive statistics, one-way ANOVA test using SPSS packet software. The findings indicated that PEMTs commonly have dynamic views toward nature of mathematics in the context of universities and regions. However, the static view representing the traditional aspect of mathematics also had a reasonably high percentile. Significant differences among universities and regions were determined in terms of beliefs about nature of mathematics, learning mathematics and mathematics achievement. To identify the possible reasons of the differences, it is suggested to carry out in-depth qualitative investigations to examine the variables such as courses and their contents, classroom applications in education faculties on the basis of universities and regions.Bu çalışmanın amacı, ilköğretim matematik öğretmeni (İMÖ) adaylarının matematik hakkındaki inançlarını ulusal açıdan ortaya koymak ve bölgesel düzeyde karşılaştırmaktır. Araştırmanın örneklemini Türkiye’de 21 üniversitede dördüncü sınıfta öğrenim gören toplam 1418 İMÖ adayı oluşturmaktadır. Örneklemdeki üniversitelerin seçiminde Türkiye İstatistiki Bölge Birimleri Düzey 1 sınıflamasındaki 12 bölge dikkate alınmıştır. Bu çalışmada veri toplama aracı olarak TEDS-M çalışmasında kullanılan, Türkçe’ye uyarlaması yapılan toplamda beş boyuta sahip “matematiğin doğasına ilişkin inanç” “matematik öğrenmeye ilişkin inanç” ve “matematik başarısı hakkında inanç” ölçekleri kullanılmıştır. Verilerin analizinde SPSS paket programı yardımıyla gerçekleştirilen betimsel istatistik değerleri, tek yönlü ANOVA testi kullanılmıştır. Bu araştırmada İMÖ adaylarının matematiğin doğasına yönelik dinamik görüşü üniversite ve bölgeler bazında yaygın olarak benimsedikleri, bununla birlikte matematiğin doğasına ilişkin geleneksel bakış açısını yansıtan statik görüşün de azımsanamayacak düzeyde benimsendiği belirlenmiştir. İMÖ adaylarının matematiğin doğası, matematik öğrenme ve matematik başarısına ilişkin inançlarının üniversiteler ve bulundukları bölgeler bakımından anlamlı farklılık gösterdiği saptanmıştır. Bu anlamlı farklılığı oluşturan faktörlerin tespit edilmesi amacıyla üniversiteler ve bölgeler bazında eğitim fakültelerinde verilen dersler, içerikleri ve sınıf içi uygulamalar gibi değişkenler nitel yaklaşımlarla derinlemesine incelenmesi önerilmektedir

Pre-service mathematics teachers' views on the use of portfolios in their education as an alternative assessment method

The purpose of this study was to ascertain the views of pre-service mathematics (PSM) teachers on the use of portfolios as an alternative assessment method. This study was conducted with 146 Turkish PSM teachers participating in a semester-long portfolio assessment application. Data were collected with a questionnaire comprising 34 items on a 5-point Likert-type scale. Data were analyzed using SPSS 15.0 software and presented with frequency and percentage. The findings indicated that most of the PSM teachers believed that the portfolio assessment application facilitated an active learning process, allowed them to monitor their progress and to remedy their deficiencies, and to gain professional knowledge and experiences in portfolio assessment method. However, it was determined that they were most challenged by time management. This study revealed that use of the portfolio assessment contributed to the PSM teachers' individual, social, and professional development. © 2011 Academic Journals