Akdeniz Eğitim Araştırmaları Dergisi
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Akdeniz Eğitim Araştırmaları Dergisi 2019, Clt. 13(27) 24-45

Ortaokul Matematik Öğretmenlerinin Alan Ölçme Konusundaki Anlamalarının İncelenmesi

S. Koza Çiftçi & İ. Elif Yetkin-Özdemir

ss. 24 - 45   |  DOI: https://doi.org/10.29329/mjer.2019.185.2

Yayın Tarihi: Mart 20, 2019  |   Görüntüleme Sayısı: 411/1.032   |   İndirilme Sayısı: 556/1.984

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Özet

Bu çalışmada, ortaokul matematik öğretmenlerinin alan ölçme konusuna ilişkin matematiksel anlamaları incelenmiştir. Nitel araştırma desenlerinden durum çalışması deseninin kullanıldığı çalışma, amaçlı örnekleme yöntemlerinden ölçüt örnekleme kullanılarak belirlenen gönüllü üç ortaokul matematik öğretmeniyle yürütülmüştür. Yarı-yapılandırılmış görüşme formuyla elde edilen veriler betimsel analiz kullanılarak incelenmiştir. Bulgular öğretmenlerin ölçme ve alan ölçme süreci, alan formülünün temelleri ve alan ölçme birimlerine ilişkin anlamalarında bazı sınırlıklar olduğunu göstermiştir. Öğretmenlerin genel olarak ölçme ve alan ölçme sürecini açıklamakta zorlandıkları, alan ölçmeye ilişkin bilgilerinin birime ilişkin anlamaları ile yakından ilişkili olduğu ve alan ölçme birimlerine ilişkin bilgilerinde önemli eksikliklerin olduğu görülmüştür.

Anaktar kelimeler: Öğretmen bilgisi, alan kavramı, ölçme, alan ölçme, öğretmen eğitimi

Bu makaleye nasıl atıf yapılır

APA 7th edition
Ciftci, S.K., & Yetkin-Ozdemir, I.E. (2019). Ortaokul Matematik Öğretmenlerinin Alan Ölçme Konusundaki Anlamalarının İncelenmesi. Akdeniz Eğitim Araştırmaları Dergisi, 13(27), 24-45. https://doi.org/10.29329/mjer.2019.185.2

Harvard
Ciftci, S. and Yetkin-Ozdemir, I. (2019). Ortaokul Matematik Öğretmenlerinin Alan Ölçme Konusundaki Anlamalarının İncelenmesi. Akdeniz Eğitim Araştırmaları Dergisi, 13(27), pp. 24-45.

Chicago 16th edition
Ciftci, S. Koza and I. Elif Yetkin-Ozdemir (2019). "Ortaokul Matematik Öğretmenlerinin Alan Ölçme Konusundaki Anlamalarının İncelenmesi". Akdeniz Eğitim Araştırmaları Dergisi 13 (27):24-45. https://doi.org/10.29329/mjer.2019.185.2

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