Abstract
Bu araştırmanın amacı, 8. sınıf öğrencilerinin görsel ve cebirsel ifadeler konusundaki hata ve kavram yanılgılarını incelemektir. Çalışma gurubunu Afyonkarahisar ilinde sekizinci sınıfta öğrenim gören 120 ortaokul öğrencisi oluşturmaktadır. Veriler basit görsel ve şekil örüntülerini cebirsel ifade etmeyi gerektiren biri çoktan seçmeli 4’ü açık uçlu sorudan oluşan cebir testi ile toplanmıştır. Veriler betimsel ve içerik analizi yapılarak analiz edilmiştir. Araştırma sonucunda cebir geometri ilişkisini kuramayan öğrencilerin cebirsel ifadeleri anlamakta zorlandıkları ve örüntüden cebirsel denkleme geçemedikleri tespit edilmiştir. Ayrıca öğrencilerin basit görsel ve cebirsel ifadelerdeki hataların yanlış cebirsel işlem seçimi, cebirsel ifadelerde parantezi dikkate almama, şekil örüntüsünü yanlış yorumlama ve aritmetik işlem hatasından kaynaklandığı görülmüştür. Aritmetikten cebire geçişi kolaylaştırmak amacıyla cebir öğretiminde somut materyallerden ve görsellerden daha çok yararlanılması önerilir.
Highlights
Kaynak Gösterme: Birgin Osman, Kayhan D,. " Sekizinci Sınıf Öğrencilerinin Basit Görsel ve Cebirsel İfadeler Konusundaki Hata ve Kavram Yanılgılarının İncelenmesi "
In their study conducted with 6-8th grade students, Akkaya and Durmuş (2006) have found that the students had difficulty in perceiving the letters in algebraic representation; they have perceived the letters used in algebraic representation as a numerical position as in the alphabetical order; they perceive letters as digit values and think that letters cannot take any other value than numbers; students do not take into account the order of operations when using letter expressions and parentheses while making transactions; they perceive letters as labels for words
42.5% of the students gave correct answers to Question 1, 77.5% to Question 2, and 33.3% to Question 4 in explaining the meaning of simple visual and algebraic expressions, and 26.7% answered Question 5a, and 13.3% answered Question 3 correctly in the context of the ability to transit from pattern to equation
Summary
Kaynak Gösterme: Birgin Osman, Kayhan D,. " Sekizinci Sınıf Öğrencilerinin Basit Görsel ve Cebirsel İfadeler Konusundaki Hata ve Kavram Yanılgılarının İncelenmesi ". The concept of variable constitutes the basis for abstraction and learning advanced mathematical topics and concepts In this context, many studies (Blanton & Kaput, 2003; Cai & Knuth, 2011; Kieran, 1992; Linchevski, 1995; Perso, 1992) state that algebra is an important subject for students, and the ability of algebraic thinking should be developed as early as possible. Students who have a lack of knowledge and misconceptions in their pre-sixth grade arithmetic knowledge can carry them to the field of algebra, and misconceptions in algebra negatively affect their subsequent learning For this reason, it is very important to detect, prevent, and eliminate the misconceptions that occur with the transition to algebra in secondary school, which is the basis of abstract thinking. The aim of this study is to examine the 8th-grade students' errors and misconceptions on simple visual and algebraic expressions
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