Teaching place value conceptually – Part II

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Using dynamic mathematics software to teach one-variable inequalities by the view of semiotic registers

Solution set of any inequality or compound inequality, which has one-variable, lies in the real line which is one dimensional. So a difficulty appears when computer assisted graphical representation is intended to use for teaching these topics. Sketching a onedimensional graph by using computer software is not a straightforward work. In this paper, an innovative approach is suggested by using GeoGebra, the free dynamic mathematics software. This approach was theoretically based on Sackur's suggestion, which is created by semiotic register theorem of Duval. The dynamic application, described in this paper, also provides an opportunity to observe more complex, even impossible to solve analytically, inequalities' solution sets visually. At the end of the paper, it is also explained that how this approach also has the potential of allowing the students to make detailed reasoning towards finding solutions of inequalities and compound inequalities. ©2013 by ESER, Eurasian Society of Educational Research

Orta öğretim matematik eğitiminde kavram haritalanması tekniğinin kullanımı

ÖZETBu çalışmada, alternatif bilişsel eğitim metotlarından Kavram Haritalanması metodunun Matematik derslerinde kullanımı araştırılmıştır. Kavram Haritalanması, bir konuya ait kavramların, birbirleri ile olan ilişkileri de isimlendirilerek, bir kağıt üzerine çizilmesi veya bir pano üzerine yerleştirilmesi demektir. Kavram Haritalarında görsellik ön planda olduğundan öğrenme ve akılda tutma kolaylaşır. Kavram haritasına, bir konu içindeki kavramların grafiksel olarak somutlaştırılması da denilebilir.Bu araştırmada, kavram haritaları Matematik derslerindeki "Mutlak değer, Üslü Sayılar ve Köklü Sayılar" konularının öğretiminde kullanılmıştır.Bu öğretim metodunun Türk Eğitim sisteminde genellikle kullanılan klasik düz anlatım metodundan daha etkili olup olmadığını araştırmak amacı ile İstanbul Küçükyalı Kadir Has Anadolu Lisesi'nden 149 birinci sınıf öğrencisi 2 gruba ayrılmış ve bu öğrencilerin 74 kişilik kısmına anlatılan derslerde kavram haritalarından faydalanılmıştır. Diğer öğrenciler derslerini her zaman ki gibi işlemeye devam etmişlerdir. Bu gruplar oluşturulurken, öğrencilerin daha önceki başarı durumları göz önüne alınarak iki homojen grup oluşturulmasına dikkat edilmiştir.8 haftalık bir eğitim sürecinin ardından, bir sınav yapılmış ve grupların puan ortalamaları karşılaştırılmıştır. Kavram haritası destekli eğitim gören grup diğer gruba göre önemli bir anlamlılık derecesinde (a=.01) daha başarılı olmuştur. Ayrıca, Kavram Haritası destekli eğitim gören öğrencilere yapılan bir anket sonucunda öğrencilerin bu tarz bir eğitime destek verdikleri ve kavram haritaları hakkındaki görüşlerinin olumlu olduğu tespit edilmiştir.Araştırmanın neticesinde ortaya çıkan bir diğer ilginç sonuç ise şudur; Gelir düzeyi düşük olan öğrenciler gelir düzeyi yüksek olan öğrencilere göre kavram haritası destekli eğitimden daha fazla istifade etmişlerdir. Çalışmanın bitiminde, bu sonuçlar yorumlanmış ve hem kavram haritaları ile ilgili yapılacak yeni çalışmalara yönelik hem de eğitim sistemimize yönelik öneriler sunulmuşturABSTRACTUSING CONCEPT MAPPING TECHNIQUE ON ALGEBRA IN HIGH SCHOOL MATHEMATICS TEACHINGIn this study, the use of Concept Mapping Technique, which is one of the alternative cognitive educational methods, was reserched in Mathematics lessons. Concept Mapping is being drawn on a paper or arranged on a board the concepts belonged to a certain subject. But, not only the concepts bu also the relationships between these subjects are shown and written. Owing to Concept Maps, learning and reminiscence gets easier. It can be said that, "concretizing graphically of the mind" for the Concept Maps.In this study, Concept Maps were used to teach "Absolute Values, Exponentials and Radicals" subjets in Mathematics. To examine this training method is more efficient than classical educational methods, generally used in Turkish educational system, 149 first grade high school students from Istanbul Kucukyali Kadir Has Anatolian High School were divided into two separate groups. In the lessons of one of these groups, which contains 74 students, concept maps were used. But the other group's lessons were conducted traditionally. While constructing these groups, students' previous Mathematical succes was considered and it is emphasized on the homogenity. After the eight weeks training session an exam was made and two groups' average points were compared. The group, which was trained by Concept Mapping based education, was significantly more succesful (a=.01) than the other group, which was trained traditionally.In addition, as a result of a questionnaire, applied to the Concept Mapping Based education students, it is realised that students support this kind of education and general opinions about concept maps are positive.Another interesting result of this research is follwing; the students, whose economical conditions are lower than the others, benefit from concept maps excesively more than others.At the and of this study, the results were explained and both for the next studies on Concept Maps and for the Turkish Educational system, various suggestions were presented

THE EFFECT OF DYNAMIC MATHEMATICS SOFTWARE TO THE STUDENTS' BELIEFS

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Investigation of high school teachers’ attitude against computer aided education with some variables: A case study in Denizli

Aim of this study is to detect high school teachers’ attitudes towards computer based instruction (CBI) through statistical analysis of the relationships between various variables (age, gender, seniority, major, receiving education about computer use within FATIH project, ability to use a computer) survey method was used in this research. In order to achieve this aim, ‘attitude scale toward Computer-Based Instruction’, which was developed by Arslan (2006) was applied to 160 high school teachers in Denizli. Data were analyzed through SPSS 16 program. At the end of the research, it was found that there is a statistically significant difference between attitudes towards CBI depending on gender and ability to use computer. © The Turkish Online Journal of Educational Technology

Investigation of high school teachers’ attitude against computer aided education with some variables: A case study in Denizli

Aim of this study is to detect high school teachers’ attitudes towards computer based instruction (CBI) through statistical analysis of the relationships between various variables (age, gender, seniority, major, receiving education about computer use within FATIH project, ability to use a computer) survey method was used in this research. In order to achieve this aim, ‘attitude scale toward Computer-Based Instruction’, which was developed by Arslan (2006) was applied to 160 high school teachers in Denizli. Data were analyzed through SPSS 16 program. At the end of the research, it was found that there is a statistically significant difference between attitudes towards CBI depending on gender and ability to use computer. © The Turkish Online Journal of Educational Technology

Examining of Statistical Properties of the Thesis Studies in the Fields of Science, Computer and Mathematics Education

Bu araştırmanın amacı, fen bilimleri ve matematik eğitimi alanlarında yapılan yüksek lisans ve doktora tezi çalışmalarındaki istatistiksel hataları incelemektir. Bu amacı gerçekleştirmek üzere, İstanbul, Ankara ve İzmir’deki üç devlet üniversitesinin kütüphanelerinde bulunan fen bilimleri ve matematik eğitimi alanlarıyla ilgili tezlerin listesi çıkarılmıştır. Bu listeden; Bilgisayar, Biyoloji, Fen Bilgisi, Fizik, Kimya ve Matematik eğitimi alanları ile ilgili 129 adet tez çalışması random olarak seçilmiştir. İncelenen tez çalışmalarındaki hatalar yedi farklı alt boyutta değerlendirilmiştir. Bu boyutlar; veri toplama araçlarının geçerlilik ve güvenirlilikleri ile ilgili hatalar, örneklem seçimi ile ilgili hatalar, betimsel istatistiklerin kullanımına yönelik hatalar, normal dağılım tespitine yönelik hatalar, parametrik ve parametrik olmayan testlerin kullanımı ile ilgili hatalar, ifade hataları ve biçimsel hatalardır. Araştırma sonucunda, birçok tez çalışmasında istatistiksel açıdan hatalı kullanımların olduğu gözlenmiştir. Bu hatalar, bazı alt boyutlarda yıllara bağlı olarak değişim göstermektedir. Araştırma sonucunda elde edilen bulgular tartışılarak, istatistik tekniklerinde yaşanan gelişmelere göre çözüm önerileri sunulmuştur.The purpose of this study is to examine the statistical mistakes of master and doctoral theses in the field of science and mathematical education. With this aim in mind, from the libraries of three state universities which are in Istanbul, Ankara and İzmir, the list of master and doctoral theses about science and mathematical education was determined. From this list, 129 different theses were chosen randomly in the field of biology, chemistry, computer, mathematic, physics and science education. These theses were examined in seven different factors. These factors can be stated as reliability and validity mistakes, sample choosing mistakes, descriptive statistics mistakes, determining normality distribution mistakes, using parametric and non-parametric statistical techniques, expression and formal mistakes. At the end of the study, it was found that science and mathematical education’s theses have many statistical mistakes. In addition, these mistakes are changed in respect of years