SavedAdd your journal

Journals / Araştırma Temelli Etkinlik Dergisi / 2021 / Cilt: 11 - Sayı: 1

REFLECTIONS FROM THE LEARNING ENVIRONMENT DESIGNED ACCORDING TO THE VARIATION THEORY: CONGRUENT TRIANGLES

VARYASYON TEORİSİ’NE GÖRE TASARLANAN ÖĞRENME ORTAMINDAN YANSIMALAR: ÜÇGENLERİN EŞLİĞİ

Funda AYDIN GÜÇ
Pages
16–29
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

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

Data analysis revealed that the activity designed based on the Variation Theory was effective in helping students discern the critical aspects of the congruence of triangles.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This article presents theoretical knowledge, sample activities, and reflections from the implementation process on how teachers can benefit from the Variation Theory to help students enhance their mathematical comprehension.
📊
Key Findings & Data:The activity was implemented in 2020-2021 academic year by a volunteer mathematics teacher under the guidance of the researcher in distance education.
💡
Conclusion & Impact:Data analysis revealed that the activity designed based on the Variation Theory was effective in helping students discern the critical aspects of the congruence of triangles.
🔬Design:Research Article
📍Scope:2020-2021 Verileri
⚙️Variables:Domain Parameters

Abstract

This article presents theoretical knowledge, sample activities, and reflections from the implementation process on how teachers can benefit from the Variation Theory to help students enhance their mathematical comprehension. In this context, "congruence of triangles" was conceptualized as an object of learning. Critical aspects were determined in order to help students discern dimensions of variations of congruence of triangles. In order to develop awareness in students about the critical aspects, learning tasks including patterns of variance and invariance in accordance with the Variation Theory were designed. The activity was implemented in 2020-2021 academic year by a volunteer mathematics teacher under the guidance of the researcher in distance education. Seven volunteer 8th grade students enrolled in a secondary school in Giresun participated in the study. Data analysis revealed that the activity designed based on the Variation Theory was effective in helping students discern the critical aspects of the congruence of triangles.

Özet

Bu makale, öğretmenlerin öğrencilerin matematiksel anlayışlarını geliştirmeye yardımcı olabilmesi için Varyasyon Teorisi’den nasıl faydalanabileceklerine dair teorik bilgiler, örnek etkinlikler ve uygulama sürecinden yansımalar sunmaktadır. Bu kapsamda “üçgenlerin eşliği” öğrenme nesnesi olarak ele alınmıştır. Üçgenlerin eşliğine yönelik öğrencilerde farkındalık geliştirilebilmesi amacıyla kritik özellikler belirlenmiştir. Kritik özelliklere yönelik öğrencilerde farkındalık geliştirilebilmesi amacıyla Varyasyon Teorisi’ne uygun değişen ve değişmeyen örüntülerini içeren etkinlikler tasarlanmıştır. Etknlikler 2020-2021 eğitim öğretim yılında, gönüllü bir matematik öğretmeni tarafından, araştırmacı rehberliğinde uzaktan eğitim ile uygulanmıştır. Çalışmaya Giresun’da bulunan bir ortaokulun 8. sınıfında öğrenim gören 7 gönüllü öğrenci katılmıştır. Sonuç olarak Varyasyon Teorisi’ne uygun tasarlanan etkinliklerin, öğrencilerde üçgenlerin eşliğine yönelik kritik özelliklere dair farkındalık geliştirmede etkili olduğu görülmüştür.

🔖

Cite This Article

GÜÇ, F. A. (2021). REFLECTIONS FROM THE LEARNING ENVIRONMENT DESIGNED ACCORDING TO THE VARIATION THEORY: CONGRUENT TRIANGLES. Araştırma Temelli Etkinlik Dergisi, Cilt: 11 - Sayı: 1, 16–29. https://ajindex.com/articles/354985

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (8)

  1. Athanasopoulou, A. (2008). An inquiry approach to the study of quadrilaterals using Geometer’s Sketchpad: A study with pre-service and in-service teachers [Unpublished doctoral dissertation]. The University of North Carolina. Biber A. Ç. (2020). Students' difficulties in similar triangle questions. Cypriot Journal of Educational Science, 15(5), 1146-1159. https://doi.org/10.18844/cjes.v15i5.5161
  2. Burton, D. M., & Burton, D. M. (1985). The history of mathematics: An introduction. Allyn and Bacon. Gül, B. (2014). Ortaokul 8. sınıf öğrencilerinin üçgenler konusundaki matematik başarıları ile Van Hiele geometri düşünme düzeyleri ilişkisinin incelenmesi [Yayımlanmamış doktora tezi]. Gazi Üniversitesi.
  3. Güven, B. (2016).
  4. Üçgen II. A. N. Elçi, E. Bukova-Güzel, B. Cantürk-Günhan, E. Ev-Çimen (Editörler) içinde, Temel matematiksel kavramlar ve uygulamaları (ss. 393-411).
  5. Pegem Akademi Yayıncılık. Jing, T. J., Tarmizi, R. A., Bakar, K. A., & Aralas, D. (2017). The adoption of variation theory in the classroom: Effect on students’ algebraic achievement and motivation to learn. Electronic Journal of Research in Educational Psychology, 15(2), 307-325.
  6. Johnson, H. L. (2020). Task design for graphs: Rethink multiple representations with variation theory. Mathematical Thinking and Learning, 1-8. https://doi.org/10.1080/10986065.2020. 1824056 Lo, M. L. (2012). Variation theory and the improvement of teaching and learning. Acta Universitatis Gothoburgensis. Marton, F., & Booth, S. (1997). Learning and awareness. L. Erlbaum Associates. Marton, F., & Pang, M. F. (2006). On some necessary conditions of learning. Journal of the Learning Sciences, 15(2), 193-220. https://doi.org/10.1207/s15327809jls150 2_2 Marton, F. (2014). Necessary conditions of learning. Routledge. Marton, F., & Pang, M. F. (2013). Meanings are acquired from experiencing differences against a background of sameness, rather than from experiencing sameness against the background of difference: Putting a conjecture to the test by embedding it in a pedagogical tool. Frontline Learning Research, 1, 24–41.
  7. Marton, F., & Tsui, A. B. (2004). Classroom discourse and the space of learning. Erlbaum. Milli Eğitim Bakanlığı. (2018). Matematik dersi öğretim programı (İlkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). http://ttkb.meb.gov.tr/
  8. Olteanu, C., & Olteanu, L. (2010). To change teaching practice and students’ learning of mathematics. Education Inquiry, 1(4), 381-397. https://doi.org/10.3402/edui.v1i4.21952 Pan