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Dergiler / Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi / 2021 / Cilt: 15 Sayı: 2

Content Analysis of the APOS Theory Studies on Mathematics Education Conducted in Turkey and Internationally: A Meta-Synthesis Study

Özgün Şefik(HACETTEPE UNIVERSITY)0000-0001-8680-9465
Özge Erdem Uzun(HACETTEPE UNIVERSITY)
Şenol Dost(HACETTEPE UNIVERSITY)
Sayfa
404–428
Yayın Tarihi
2021-12-31
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Bu çalışmanın bulgularına bakıldığında APOS teorisini veri analizi amacıyla kullanma yaygın iken öğretim yöntemi amacıyla kullanma oldukça azdır.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:Matematik eğitiminin temel amaçlarından biri olan kavramsal anlama bağlamında geliştirilen APOS teorisi ile ilgili çalışmalar son yıllarda artarak devam etmektedir.
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Temel Bulgular & Veri:Bu durum APOS teorisinin öğretimsel etkinlikler tasarlama hedefi için daha fazla çalışmaya ihtiyaç olduğunu göstermektedir.
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Sonuç & Katkı:Bu çalışmanın bulgularına bakıldığında APOS teorisini veri analizi amacıyla kullanma yaygın iken öğretim yöntemi amacıyla kullanma oldukça azdır.
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:APOS teorisi · kavramsal anlama · kavram öğretimi

Özet

Matematik eğitiminin temel amaçlarından biri olan kavramsal anlama bağlamında geliştirilen APOS teorisi ile ilgili çalışmalar son yıllarda artarak devam etmektedir. Bu çalışmaların içerik analizi hem APOS teorisinin gelişmesi hem de gelecek araştırmalara yönelik ihtiyaçların belirlenmesi bakımından yararlı olabilir. Bu araştırmada matematik eğitimi alanında yapılan APOS teorisi çalışmalarının mevcut durumunun belirlenmesi amaçlanmıştır. Bu amaç doğrultusunda APOS teorisi ile ilgili ulusal ve uluslararası örneklemli çalışmalar betimsel içerik analizine tâbi tutularak sistematik özet bilgiler sunulmuştur. Daha sonra, bu çalışmaları eleştirel bakış ile yorumlamak için meta sentez (tematik içerik analizi) yöntemi kullanılmıştır. Tematik içerik analizi sonucu; teoriyi kullanma amacı, genetik ayrışım kullanma durumu ve çalışmanın hedefi olmak üzere üç tema ortaya çıkmıştır. Bu çalışmanın bulgularına bakıldığında APOS teorisini veri analizi amacıyla kullanma yaygın iken öğretim yöntemi amacıyla kullanma oldukça azdır. Bu durum APOS teorisinin öğretimsel etkinlikler tasarlama hedefi için daha fazla çalışmaya ihtiyaç olduğunu göstermektedir. Ek olarak, APOS teorisinin temel bileşeni olan genetik ayrışımın, incelenen çalışmaların yüzde 13’ünde kullanılmadığı belirlenmiştir. Bu anlamda veri analizi amacıyla kullanılmasına rağmen veri analizinde genetik ayrışım kullanılmamasının APOS teorisinin amacı ile örtüşmediği söylenebilir. Öte yandan APOS teorisinin öngördüğü zihinsel yapı ve mekanizmaları matematiksel kavramların yapısından ziyade bu yapıları tema olarak belirleyen betimsel nitelikli çalışmalar (%39) alanyazında yer almaktadır. Bu türden çalışmaların APOS teorisinin kavramsal anlamayı pekiştirme amacı bakımından zayıf kaldığı söylenebilir. Sonuç olarak, kavramsal anlama esasına dayanan APOS teorisinin kavram öğretimi bağlamında önemli bir yeri olduğu görülmüştür.

Abstract

Studies on the APOS Theory, which was developed within the context of conceptual understanding as one of the main aims of mathematics education, have been increasing in recent years. The content analysis of these studies can be useful both for the development of the APOS Theory and for identifying the needs for future research. This study aimed to review the APOS Theory studies in the field of mathematics education. For this purpose, the studies with national and international samples related to the APOS Theory were subjected to descriptive content analysis, and a systematic summary was presented. As a result of the analysis, three themes, namely the purpose of using the theory, the use of genetic decomposition, and the aim of the study were identified. It was determined that genetic decomposition, which is the main component of the APOS Theory, was not used in 13 percent of the studies reviewed. Although the theory was mainly used for data analysis, it can be said that not using genetic decomposition in data analysis is not compatible with the purpose of the theory. On the other hand, there are descriptive studies (39%) in the literature that determine the mental structures and mechanisms predicted by the APOS Theory rather than the structure of mathematical concepts. It can be said that such studies are weak in terms of the theory’s aim of reinforcing conceptual understanding. As a result, it has been revealed that, the APOS Theory has an important place in concept teaching.

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Bu Makaleye Atıf Yap

Şefik, Ö., Uzun, Ö. E., Dost, Ş. (2021). Content Analysis of the APOS Theory Studies on Mathematics Education Conducted in Turkey and Internationally: A Meta-Synthesis Study. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, Cilt: 15 Sayı: 2, 404–428. https://doi.org/10.17522/balikesirnef.1020526

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