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Journals / Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi / 2026 / Cilt: 14 Sayı: 1

How to Introduce Function Concept in Textbooks?: Evaluations of Pre-Service Mathematics Teachers

Ders Kitaplarında Fonksiyon Kavramına Nasıl Giriş Yapılıyor?: Matematik Öğretmen Adaylarının Değerlendirmeleri

Zuhal Yılmaz(University of California Riverside)0000-0003-0641-4012
Hande Gülbağcı Dede(Marmara Üniversitesi)0000-0002-5427-5400
Hatice Akkoç(MARMARA ÜNİVERSİTESİ)0000-0002-0223-1158
Pages
240–270
Publication Date
2020-06-30
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

It was found that they could evaluate the introductory sections of the books with a critical lens along with providing mathematical and pedagogical justification.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Textbooks are one of the most commonly used instructional resources by teachers.
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Key Findings & Data:However, a significant weakness of pre-service teachers’ mathematical justifications is the difficulty in supporting their ideas about the limitations and affordances of function ideas.
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Conclusion & Impact:It was found that they could evaluate the introductory sections of the books with a critical lens along with providing mathematical and pedagogical justification.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:ders kitabı · ders kitabı değerlendirme · fonksiyon

Abstract

Textbooks are one of the most commonly used instructional resources by teachers. Using textbooks without critical evaluation has a direct impact on instruction. For this reason, it is important to examine how pre-service teachers evaluate and criticize textbooks. The aim of this study is to examine how pre-service mathematics teachers evaluate the introductory sections of three different mathematics textbooks on functions each of which embraces a different function idea. In the study, pre-service teachers’ written evaluation reports on the introductory sections were examined. It was found that they could evaluate the introductory sections of the books with a critical lens along with providing mathematical and pedagogical justification. However, a significant weakness of pre-service teachers’ mathematical justifications is the difficulty in supporting their ideas about the limitations and affordances of function ideas. A major weakness in pedagogical justifications was that the examples of daily life were privileged regardless of to what extent they represented the mathematical meaning of function.

Özet

Özet – Ders kitapları öğretmenlerin en çok kullandıkları ders materyalleri arasında yer almaktadır. Ders kitaplarının değerlendirilmeden derslerde bire bir kullanılması öğretimi doğrudan etkilemektedir. Bu sebeple göreve başlayacak olan öğretmen adaylarının ders kitaplarını nasıl değerlendiklerinin incelenmesi önemlidir. Bu çalışmanın amacı matematik öğretmen adaylarının fonksiyona ait üç farklı fikri benimseyen üç farklı ders kitabını nasıl değerlendirdiklerini belirlemektir. Çalışmada adayların ders kitaplarının fonksiyona giriş bölümleri için yazdıkları değerlendirme raporları incelenmiştir. Çalışma sonucunda adayların ders kitaplarındaki farklı fonksiyon girişlerine matematiksel ve pedagojik gerekçeler göstererek eleştirel bir gözle bakabildikleri ortaya çıkmıştır. Buna rağmen adayların sundukları matematiksel gerekçeleri yeterli düzeyde açıklayamadığı görülmüştür. Ayrıca adayların giriş bölümlerinde var olan günlük hayat örneklerine çok fazla önem verdikleri fakat bu örneklerin fonksiyonu matematiksel olarak temsil edip etmediğini yeterince irdelemedikleri görülmektedir.

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Cite This Article

Yılmaz, Z., Dede, H. G., Akkoç, H. (2020). How to Introduce Function Concept in Textbooks?: Evaluations of Pre-Service Mathematics Teachers. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, Cilt: 14 Sayı: 1, 240–270. https://doi.org/10.17522/balikesirnef.645888

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