In this present study, it was aimed to investigate whether the hierarchical structure of mathematics emerged in university students' minds or not, considering the concepts of limit, continuity derivative and integral from the perspective of students in the department of secondary school mathematics teacher training and the department of mathematics in the faculty of science and letters. The study, designed with the case study methodology, was carried out with 100 participants. Data were collected with the research group via a survey form including totally five questions; one of which is conceptual the other four are operational and analysed with the descriptive analysis. From the results of the research, it was found out that the participants could not learn the concepts of limit-continuity-derivative-integral conceptually and could not constitute the hierarchical structures among these concepts in their minds. Nevertheless, it was determined that the participants learned the procedural knowledge of each concept independent from the other. From these results, it can be recommended that placing activities emphasizing on the relationships among the concepts in teaching the concepts should be applied more.
ÖZ. Bu çalışmanın amacı, sekizinci sınıf öğrencilerinin istatistik konusundaki, matematiksel okuduğunu anlama becerisinin, yazma becerisinin ve kavram bilgisinin, matematiksel dil becerileri üzerindeki etkisinin incelenmesidir. Bu çalışmada, nicel araştırma yöntemlerinden biri olan yordayıcı korelasyonel araştırma yöntemi kullanılmıştır. Araştırma, Doğu Anadolu Bölgesi'nin orta ölçekli bir ilinde yer alan 7 adet ortaokulun 2012-2013 eğitim-öğretim yılının birinci yarıyılında öğrenim görmekte olan 285 sekizinci sınıf öğrencisi ile yapılmıştır. Araştırmanın verileri, istatistik konusunda yer alan aritmetik ortalama, mod, medyan ve açıklık kavramlarına ilişkin dört adet ölçme aracı (matematiksel dil testi, okuduğunu anlama testi, matematiksel yazma formu ve matematiksel kavram bilgisi formu) geliştirilmiş ve kullanılmıştır. Verilerin analizinde ise doğrulayıcı faktör analizi ve yapısal eşitlik modeli kullanılmıştır. Bulgular, matematiksel okuduğunu anlama becerisinin matematiksel dil becerisi üzerinde anlamlı düzeyde bir etkisi varken, matematiksel yazma becerisinin matematiksel dil üzerinde etkisinin anlamlı olmadığını göstermektedir. Ayrıca matematiksel kavram bilgisinin matematiksel yazma ve okuduğunu anlama becerilerine etkisinin oldukça yüksek olduğu belirlenmiştir. Anahtar Kelimeler: Matematiksel Dil Becerisi, Okuma-Anlama Becerisi, Yazma Becerisi, Kavram Bilgisi ABSTRACT. The aim of this study is to investigate the effects of mathematical reading comprehension skill, writing skill and concept knowledge of eight-grade students on their mathematical language skill about the statistics concept. The predictive correlational research design, one of the quantitative research methods, was applied in the study. The research was conducted with 285 eighth-grade students from 7 public secondary schools located in a medium-sized city of Eastern Anatolian Region of Turkey in the first semester of the academic year 2012-2013. Four data collection instruments (i.e., mathematical language test, mathematical comprehension test, mathematical writing form and mathematical concept knowledge form) about the concepts such as arithmetic mean, mode, median and openness within the scope of statistics course were developed and used in the study. Confirmatory factor analysis and structural equation modelling were used in the data analyses processes. The findings showed that though mathematical comprehension skill had a meaningful effect on the mathematical language, mathematical writing skill did not have a meaningful effect on mathematical language. The findings also showed that mathematical concept knowledge had a considerably high effect on the skills of mathematical comprehension and writing.
This study aims to analyse university level mathematics education students' perceptions on conceptual understanding of trigonometry and trigonometric functions and their content development of these concepts. A case study was conducted with 90 freshman students of Elementary Mathematics Department. The data were gathered via a scale; they included ten questions related to perceptions of concept knowledge and a knowledge test with five open ended questions related to the mathematical content that students use. Descriptive and content analyses were applied within the frame of the research goal. Findings showed that though students had a high level of perception about the fundamental concepts of trigonometry and trigonometric functions, specifically angle-angle measurement and arc-arc measurement, they were not successful in understanding their conceptual development. But, they were aware of this issue. In addition, though the students had the visual images of these concepts, their mathematical content usage in the development of conceptual understanding of these concepts were far from the original issues of content development of these concepts. Based on the findings, some suggestions were given about angle, arc and their measurements to lessen the problems hindering the teaching of trigonometry and trigonometric functions in Mathematics education.
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