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Journals / Eğitim ve Bilim / 2013 / Cilt: 38 - Sayı: 168

Öteleme dönüşümünün dinamik geometri ortamında öğrenimi

Learning geometric translations in a dynamic geometry environment

H Bahadır YANIK
Pages
272–287
Publication Date
2022-10-18
DOI
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AI Summary & Key Takeaways

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

Specifically, the dragging and measurement features of the program enabled teacher candidates to explore the properties of geometric translations, make conjectures, employ various strategies, and construct new understandings.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Dynamic learning environments provide a variety of opportunities for learners to explore mathematical concepts.
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Key Findings & Data:The purpose of this study was to explore the nature of the growth of 4 prospective middle school mathematics teachers understanding of geometric translations in a technology mediated environment using GeoGebra as a pedagogical medium.
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Conclusion & Impact:Specifically, the dragging and measurement features of the program enabled teacher candidates to explore the properties of geometric translations, make conjectures, employ various strategies, and construct new understandings.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

Dynamic learning environments provide a variety of opportunities for learners to explore mathematical concepts. The purpose of this study was to explore the nature of the growth of 4 prospective middle school mathematics teachers understanding of geometric translations in a technology mediated environment using GeoGebra as a pedagogical medium. Individual teaching experiment methods were used to examine the progress of prospective teachersunderstanding of geometric translations. The study design included three phases: (1) semistructured clinical interviews; (2) teaching episodes; and (3) a retrospective analysis of the semistructured clinical interviews and teaching episodes. The findings of the study indicated that the availability of the dynamic geometry software supported the teacher candidates understanding of geometric translations. Specifically, the dragging and measurement features of the program enabled teacher candidates to explore the properties of geometric translations, make conjectures, employ various strategies, and construct new understandings.

Özet

Dinamik öğrenme ortamları, matematiksel kavramların keşfedilmesi ve incelenmesi açısından öğrencilere birçok fırsatlar tanımaktadır. Bu çalışmanın amacı, GeoGebra dinamik programının eğitimsel bir araç olarak kullanıldığı bir ortamda 4 ilköğretim matematik öğretmen adayının öteleme kavramının gelişiminin incelenmesidir. Bireysel öğretim deneyi metodu kullanılarak öğretmen adaylarının öteleme dönüşümü üzerine gelişimleri incelenmiştir. Çalışma üç bölümden oluşmuştur: (1) yarı-yapılandırılmış klinik görüşmeler; (2) öğretim deneyleri ve (3) geriye dönük yarı-yapılandırılmış klinik görüşmelerin ve öğretim deneylerinin analizi. Çalışmanın bulguları, dinamik geometri programının öğretmen adaylarının öteleme kavramının gelişimini desteklediğini göstermiştir. Özellikle, programın sürükleme ve ölçme özelliklerinin öğretmen adaylarının öteleme kavramının özelliklerini keşfetmelerine, matematiksel varsayımlarda bulunmalarına, çeşitli yöntemler kullanmalarına ve yeni bilgiler oluşturmalarına yardımcı olduğu gözlemlenmiştir.

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Cite This Article

YANIK, H. B. (2022). Öteleme dönüşümünün dinamik geometri ortamında öğrenimi. Eğitim ve Bilim, Cilt: 38 - Sayı: 168, 272–287. https://ajindex.com/articles/497513

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