The investigation of process of teaching function concept in an Adidactic learning environment

Abstract

This study investigates the learning of the concept of functions in an adidactic learning environment, explains the five phases of the adidactic learning environments defined in the Didactic Situation Theory and their interactions with the milieu generated within the given problem state of the students. It was carried out with 33 ninth grade students from an Anatolian high school in Balıkesir. This qualitative study was designed as a case study. Descriptive analysis was used to analyze the data from students’ worksheets, and the transcriptions of video records in order to investigate the outcomes of an adidactic learning environment in detail. Students’ performances in the teaching process were evaluated with a checklist for problem-solving, construction of function knowledge and interaction with the milieu. The results showed that the basic conditions of an adidactic learning environment were provided, the students with a high interaction with the milieu constructed function knowledge by completing each stage. The students’ display rates for the indicators on the checklist were 70.90 % for problem-solving, 77.77% for construction of function knowledge, and 80.00% for interaction with the milieu.

İlköğreti̇m Matemati̇k Öğretmeni̇ Adaylarinin Yapilandirmaci Bi̇r Ortam Deneyi̇mi̇: Kesi̇rleri̇ Bi̇ri̇m Kesi̇rleri̇n Toplami Olarak Yazma

“…In this study, it was found that PEMTs developed more than one solution in most of the assigned tasks. It is stated in the literature that students are not willing to find more than one solution to the problem situation designed within the framework of TDS (Erümit, Arslan and Erümit, 2012;Dikkartin Övez, & Akar, 2018). This study is different from other studies in terms of developing more than one solution by PEMTs regarding a problem situation.…”

“…Bu çalışmada öğretmen adaylarına verilen görevlerin çoğunda birden fazla çözüm ürettikleri belirlenmiştir. Literatürde öğrencilerin DDT çerçevesinde tasarlanan problem durumuna birden fazla çözüm bulmakta istekli olmadıkları belirtilmektedir (Erümit, Arslan ve Erümit, 2012;Dikkartin Övez, & Akar, 2018). Bu çalışma problem durumuna ilişkin birden fazla çözüm yolu geliştirilmesi açısından diğer çalışmalardan ayrılmaktadır.…”

“…Bu etkinliğin uygulama sürecinde adidaktik aşamalar (eylem, ifade etme ve doğrulama) iç içe gerçekleşmiştir. DDT çerçevesinde bir problem durumuna çözüm aranması sürecinde adidaktik aşamaların iç içe geçebileceği belirtilmektedir (Dikkartin Övez, & Akar, 2018;Arslan, Baran ve Okumuş, 2011;Warfield, 2014). Bu süreçlerde özellikle öğrenci-öğrenci (gruplar arası) arasında yoğun bir etkileşim olduğu anlaşılmaktadır.…”