Teaching place value conceptually – Part II

No abstract available

Matematiğin Deneysel Gelişimi ve Öğretimindeki Uzantısı: Analiz Dersi Örneği

Abstract Not Availabl

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

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

Experimental development and teaching extension of mathematics: example of analysis course

Abstract Not Availabl

Exploring the mathematical model of the thumbaround motion by geogebra

The article explores the mathematical model of the thumbaround motion by GeoGebra. GeoGebra is a dynamic mathematics software whose fundamental idea is producing multiple representations. GeoGebra can provide both algebraic and geometric representations synchronously through its algebra and geometry windows. In modeling the situation, we represent the cross-section of the thumb as a circle and the pencil as a line segment. The length of the pencil, the radius of the thumb, and the point on the pencil where it initially meets the thumb, are each changeable via sliders in the GeoGebra construction. An animation simulates the thumbaround action, in which the pencil rotates around the thumb. During the animation, the tip point of the segment that represents the pencil traces a curve

The Effect of Dynamic Mathematics Software to the High School Students’ Beliefs about Mathematics

This research aimed to determine how the beliefs of high school students about mathematics changed in the environment enriched by dynamic mathematics software. The research was designed according to the pretest-posttest single group model which is one of the weak experimental research designs. The beliefs were determined by a belief scale which has three sub-dimensions before and after a 20 weeks elective mathematics course supported by the dynamic mathematics software GeoGebra. After the course, while some items about mathematics learning processes has been positively changed significantly some of the items showed a positive change even if it is not significant. A significant change, about nature of mathematics and usage of mathematics, could not be determined. According to these findings, it is thought that mathematics courses conducted by dynamic mathematics software have the potential of affecting the mathematical beliefs positively

An innovative exhaustion approach for estimating the circumference of a circle and a visualization by Geogebra

The method of exhaustion is a technique that Archimedes used to find the area and circumference of the circle or any shape which is bounded by non-linear borders. More generally, the exhaustion technique can be assumed as an earlier form of integral calculus. In this paper first, we will give a modern calculation of Archimedes' own approach to find the circumference of a circle. Additionally, we will propose a new approach and related calculation of the circumference of the circle. We will visualize new approach to calculation of the circumference of a circle by using GeoGebra which is dynamic mathematics software. © IDOSI Publications, 2011

The effect of dynamic mathematics software to the students' beliefs about mathematics

OUT MATHEMATIC