Concept Images of University Students for Geometric Representation of the Double Integral Concept

Şenol Dost

Makale detayları

Concept Images of University Students for Geometric Representation of the Double Integral Concept

Yazarlar:

Şenol Dost

Yayıncı:

Balıkesir University

Dergi:

Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi Vol.17 Issue 1, pp.66-98

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001292969

pISSN:

1307-6086

Anahtar kelimeler:

Özet:

 This study has focused on how university students understand the geometric representation of double integral. For this purpose, six participants have been asked six questions. Later, semi-structured interviews were conducted with the participants. In this study, the data obtained from questionnaire form and interviews were analyzed with open and axial coding. As a result of this research, it was observed that the concept images of university students were grouped into two categories as area and volume. It was determined that the participants acted with an intuitive approach without having to establish a relationship between the concept definition and the concept image, the  in the symbol of the double integral caused the participants to think of it as a two-dimensional geometric structure and their image of the concept of the single integral was very active. The findings obtained in this research shows that there are problems in understanding the concept of the double integral, which is the first step of generalizing to multiple integrals, and that educator should produce solutions for this subject.

 This study has focused on how university students understand the geometric representation of double integral. For this purpose, six participants have been asked six questions. Later, semi-structured interviews were conducted with the participants. In this study, the data obtained from questionnaire form and interviews were analyzed with open and axial coding. As a result of this research, it was observed that the concept images of university students were grouped into two categories as area and volume. It was determined that the participants acted with an intuitive approach without having to establish a relationship between the concept definition and the concept image, the  in the symbol of the double integral caused the participants to think of it as a two-dimensional geometric structure and their image of the concept of the single integral was very active. The findings obtained in this research shows that there are problems in understanding the concept of the double integral, which is the first step of generalizing to multiple integrals, and that educator should produce solutions for this subject.

 This study has focused on how university students understand the geometric representation of double integral. For this purpose, six participants have been asked six questions. Later, semi-structured interviews were conducted with the participants. In this study, the data obtained from questionnaire form and interviews were analyzed with open and axial coding. As a result of this research, it was observed that the concept images of university students were grouped into two categories as area and volume. It was determined that the participants acted with an intuitive approach without having to establish a relationship between the concept definition and the concept image, the  in the symbol of the double integral caused the participants to think of it as a two-dimensional geometric structure and their image of the concept of the single integral was very active. The findings obtained in this research shows that there are problems in understanding the concept of the double integral, which is the first step of generalizing to multiple integrals, and that educator should produce solutions for this subject.

 Bu çalışmada matematik öğretmen adaylarının çift katlı integralin geometrik temsilini nasıl anladıklarına odaklanılmıştır. Araştırmanın amacı doğrultusunda bu çalışmanın araştırma deseni, temel nitel araştırma yöntemi olarak benimsenmiştir. Altı katılımcıya altı soru sorulmuştur. Daha sonra katılımcılarla yarı yapılandırılmış görüşmeler yapılmıştır. Anket formu ve görüşmelerden elde edilen veriler açık ve eksensel kodlama ile analiz edilmiştir. Araştırma sonucunda matematik öğretmen adaylarının kavram imajlarının alan ve hacim olmak üzere iki kategoride toplandığı görülmüştür. Araştırmadan elde edilen veriler doğrultusunda, katılımcıların kavram tanımı ile kavram imajı arasında ilişki kurmak zorunda kalmadan sezgisel bir yaklaşımla hareket ettikleri, çift katlı integral sembolünü  iki boyutlu geometrik bir yapı gibi düşündükleri ve tek katlı integral kavramına ilişkin imajları etkin olduğuna ulaşılmıştır. Bu araştırmada elde edilen bulgular, çoklu integrali genellemenin ilk adımı olan çift katlı integral kavramının anlaşılmasında zorluklar olduğunu ve eğitimcilerin bu konuya yönelik çözümler üretmesi gerektiğini göstermektedir.

Makale detayları

Concept Images of University Students for Geometric Representation of the Double Integral Concept

Yazarlar:

Şenol Dost

Yayıncı:

Balıkesir University

Dergi:

Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi Vol.17 Issue 1, pp.66-98

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001292969

pISSN:

1307-6086

Double integral

concept image

concept definition

university studentsÇift katlı integral

kavram imajı

kavram tanımı

matematik öğretmen adayları.

Sayı

Makale detayları

Yazarlar: Şenol Dost

Yayıncı: Balıkesir University

Dergi: Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi Vol.17 Issue 1, pp.66-98

Belge Tipi: Makale

Yayın Tarihi: 6/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001292969

pISSN: 1307-6086

Sayı

Yazarlar:

Şenol Dost

Yayıncı:

Balıkesir University

Dergi:

Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi Vol.17 Issue 1, pp.66-98

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001292969

pISSN:

1307-6086