Examination of Mathematics Education Undergraduate Students' Mental Structures on Area in Quadrilaterals According to APOS Theory

Ekin Altıkardeş; Melike Yiğit Koyunkaya

Makale detayları

Examination of Mathematics Education Undergraduate Students' Mental Structures on Area in Quadrilaterals According to APOS Theory

Yazarlar:

Ekin Altıkardeş | Melike Yiğit Koyunkaya

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 63, pp.995-1040

Belge Tipi:

Makale

Yayın Tarihi:

3/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001344231

pISSN:

2602-2850

Anahtar kelimeler:

Özet:

 The main goal of this study is to examine secondary mathematics education undergraduate students existing mental structures on the area of quadrilaterals. APOS learning theory was adopted as the theoretical background of the study. The study was designed considering a case study and 4 volunteer students studying in the first year of the Mathematics Education undergraduate program were the participants of the study. The data consists of 19 questions including sub-questions given to the students in writing and asked to solve and video recordings of clinical interviews conducted individually based on their answers to these questions. The data were analyzed with the descriptive analysis method in the light of the adopted learning theory. As a result of the analysis, the area schemas of the students in quadrilaterals were addressed based on three components, namely dimension, measurement and area, and subcomponents of each component. The findings of the study showed that the students stayed at the action level or emerging process level within the scope of all subcomponents of the dimension component and all subcomponents of the measurement component except one; only one student provided evidence related to the process level within the scope of one subcomponent of the measurement component. Within the scope of the subcomponents of the area component, it was determined that one student was at the process level, while the other three students stayed at the emerging process level.

 The main goal of this study is to examine secondary mathematics education undergraduate students existing mental structures on the area of quadrilaterals. APOS learning theory was adopted as the theoretical background of the study. The study was designed considering a case study and 4 volunteer students studying in the first year of the Mathematics Education undergraduate program were the participants of the study. The data consists of 19 questions including sub-questions given to the students in writing and asked to solve and video recordings of clinical interviews conducted individually based on their answers to these questions. The data were analyzed with the descriptive analysis method in the light of the adopted learning theory. As a result of the analysis, the area schemas of the students in quadrilaterals were addressed based on three components, namely dimension, measurement and area, and subcomponents of each component. The findings of the study showed that the students stayed at the action level or emerging process level within the scope of all subcomponents of the dimension component and all subcomponents of the measurement component except one; only one student provided evidence related to the process level within the scope of one subcomponent of the measurement component. Within the scope of the subcomponents of the area component, it was determined that one student was at the process level, while the other three students stayed at the emerging process level.

 The main goal of this study is to examine secondary mathematics education undergraduate students existing mental structures on the area of quadrilaterals. APOS learning theory was adopted as the theoretical background of the study. The study was designed considering a case study and 4 volunteer students studying in the first year of the Mathematics Education undergraduate program were the participants of the study. The data consists of 19 questions including sub-questions given to the students in writing and asked to solve and video recordings of clinical interviews conducted individually based on their answers to these questions. The data were analyzed with the descriptive analysis method in the light of the adopted learning theory. As a result of the analysis, the area schemas of the students in quadrilaterals were addressed based on three components, namely dimension, measurement and area, and subcomponents of each component. The findings of the study showed that the students stayed at the action level or emerging process level within the scope of all subcomponents of the dimension component and all subcomponents of the measurement component except one; only one student provided evidence related to the process level within the scope of one subcomponent of the measurement component. Within the scope of the subcomponents of the area component, it was determined that one student was at the process level, while the other three students stayed at the emerging process level.

 Bu çalışmanın temel amacı matematik öğretmenliği lisans öğrencilerinin dörtgenlerde alan konusuna dair var olan zihinsel yapılarını incelemektir. Çalışmanın teorik alt yapısını APOS öğrenme teorisi oluşturmaktadır. Durum çalışması ile desenlenen bu çalışmaya Matematik Öğretmenliği lisans programının 1. sınıfında öğrenim gören 4 gönüllü öğrenci katılmıştır. Çalışmanın veri grubu, öğrencilere yazılı olarak verilerek çözmeleri istenen alt sorular içeren 19 sorudan ve bu sorulara cevapları üzerine bireysel olarak gerçekleştirilen klinik görüşme video kayıtlarından oluşmaktadır. Çalışmanın verileri benimsenen öğrenme teorisi ışığında betimsel analiz yöntemi ile analiz edilmiştir. Yapılan analizler sonucunda, öğrencilerin dörtgenlerde alan şemaları boyut, ölçme ve alan olmak üzere üç bileşen ve her bir bileşene alt bileşenler temelinde ele alınmıştır. Çalışmanın bulguları öğrencilerin boyut bileşeninin tüm ve ölçme bileşeninin bir alt bileşeni hariç tüm alt bileşenleri kapsamında eylem veya gelişen süreç düzeyinde kaldıklarını; sadece bir öğrencinin ise ölçme bileşeninin bir alt bileşeni kapsamında süreç düzeyine ulaşabildiğini göstermiştir. Alan bileşeninin alt bileşenleri kapsamında da bir öğrencinin genellikle süreç düzeyinde olduğu, diğer üç öğrencinin ise genellikle gelişen süreç düzeyinde oldukları belirlenmiştir.

Makale detayları

Examination of Mathematics Education Undergraduate Students' Mental Structures on Area in Quadrilaterals According to APOS Theory

Yazarlar:

Ekin Altıkardeş | Melike Yiğit Koyunkaya

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 63, pp.995-1040

Belge Tipi:

Makale

Yayın Tarihi:

3/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001344231

pISSN:

2602-2850

Area

Dimension

Measurement

quadrilaterals

Area in quadrilaterals

APOS TheoryAlan

Boyut

Ölçme

Dörtgenler

Dörtgenlerde Alan

APOS Teorisi

Sayı

Makale detayları

Yazarlar: Ekin Altıkardeş | Melike Yiğit Koyunkaya

Yayıncı: Dokuz Eylul University

Ana Başlıklar: Matematik Eğitimi

Dergi: Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 63, pp.995-1040

Belge Tipi: Makale

Yayın Tarihi: 3/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001344231

pISSN: 2602-2850

Sayı

Yazarlar:

Ekin Altıkardeş | Melike Yiğit Koyunkaya

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 63, pp.995-1040

Belge Tipi:

Makale

Yayın Tarihi:

3/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001344231

pISSN:

2602-2850