Abstract
Bu araştırmanın amacı, matematik öğretmenlerinin ve öğretmen adaylarının olasılık konusuna ilişkin kavram yanılgılarıyla ilgili farkındalıklarını belirlemek ve bu kavram yanılgılarının düzeltilmesi için hangi yöntemlerin kullanılması gerektiği ile ilgili öğretimsel açıklamalarını incelemektir. Araştırma altı matematik öğretmeni ve bir devlet üniversitesinin ilköğretim matematik öğretmenliği programının 4. sınıfında öğrenim gören üç öğretmen adayıyla yürütülmüştür. Araştırmada durum çalışması yöntemi kullanılmıştır. Veri toplama aracı olarak dokuz sorudan oluşan görüşme formu kullanılmıştır. Araştırmanın sonucunda öğretmenlerin ve öğretmen adaylarının çoğunlukla, olumlu ve olumsuzluk sonralık etkisini, birleşim yanılgısını basit ve bileşik olaydaki kavram yanılgılarını fark edebildikleri görülmüştür.
Highlights
Probability, one of the most effective subjects that develop the creative and independent thinking skills among the skills included in the curriculum, is a field of mathematics that enriches student's different perspectives on events and improves their thought horizons
The aim of this study is to examine the awareness of mathematics teachers and preservice teachers on misconceptions related to the subject of probability and their instructional explanations about which methods should be used to correct these misconceptions
The study was carried out in the fall semester of the 2016-2017 academic years. 3 high school, 3 secondary school teachers working at two high schools and secondary school located in the province and districts of Bartin, and three preservice teachers studying in the 4th grade of a state university's elementary education school mathematics teaching program were determined to be the participants
Summary
Probability, one of the most effective subjects that develop the creative and independent thinking skills among the skills included in the curriculum, is a field of mathematics that enriches student's different perspectives on events and improves their thought horizons. The fact that preservice teachers who receive preservice training are aware of misconceptions is important for them to become qualified teachers For this purpose, teachers should have knowledge about the misconceptions, be aware of the misconceptions in students and use appropriate methods and techniques in the removal of these misconceptions to ensure that the subject of probability is learned correctly. Teachers should have knowledge about the misconceptions, be aware of the misconceptions in students and use appropriate methods and techniques in the removal of these misconceptions to ensure that the subject of probability is learned correctly In this context, instructional explanations of mathematics teachers and preservice teachers on misconceptions related to the subject of probability were examined in the study. Their opinions about which method techniques should be used to correct these misconceptions were included
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