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Zihinsel Modeller İnşa Etmek: Kavramsal Öğrenmede Matematiksel İletişim ve Söylemler

Yıl 2023, Cilt: 5 Sayı: Özel Sayı, 271 - 305, 29.10.2023

Öz

Matematik gibi algılanması güç bir alan için iletişim temelli öğrenme ortamlarının önemi büyüktür. Öğrenme ortamlarında öğretmenlerin öğrencilerinin anlık tepkilerinden matematiksel anlayışlarına dair fikir sahibi olmaları zordur. Öğrencilerin matematiksel fikirlerinin ortaya çıkarılması, karşılıklı diyaloglar, tartışmalar ve iletişimin önemli bir parçası olan söylemlerle mümkün olmaktadır. Diğer yandan, matematik öğretimi kavramsal ve işlemsel öğrenme olmak üzere iki öğrenme türüne dayanmaktadır. Bireylerin matematiksel kavramları ve kavramlar arasındaki ilişkileri zihinlerinde yapılandırmalarını sağlayan ve anlamlı öğrenmenin anahtarı olan öğrenme türü kavramsal öğrenmedir. Matematiksel iletişim temelli bir öğrenme ortamının ayrılmaz bileşenleri olan öğrencilerin diyaloglarının ve etkileşimli alışverişlerinin geliştirilmesinin, onların kavramsal öğrenmelerini derinden geliştirdiğine inanılmaktadır. Bu çalışma, eğitimde iletişim ve söylemlerin merkezi rolünün altını çizmeye çalışmaktadır. Bu bağlamda araştırma, kavramsal öğrenmeyi beslemek ve gerçekleştirmek için iletişim merkezli öğrenme ortamlarının kullandığı derin etkiyi incelemeyi amaçlamaktadır. Araştırma, matematiksel iletişim odaklı öğrenme ortamlarının, kavramsal anlayışın derinden gerçekleştirilmesi için nasıl katalizör görevi gördüğüne dair ilgili literatür ışığında kapsamlı bir değerlendirmeyi içermektedir.

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Constructing Mental Models: Mathematical Communication and Discourses in Conceptual Understanding

Yıl 2023, Cilt: 5 Sayı: Özel Sayı, 271 - 305, 29.10.2023

Öz

In the realm of challenging subjects like mathematics, communication-driven learning environments assume paramount significance. Within these environments, gauging students' grasp of mathematical concepts solely through immediate responses can prove to be a daunting task for educators. The unveiling of students' intricate mathematical insights necessitates a platform of reciprocal dialogues, thought-provoking discussions, and engaging discourses. Mathematics pedagogy revolves around two distinct forms of learning: conceptual and procedural. The former, conceptual learning, empowers learners to organically construct intricate mathematical frameworks within their mental landscapes, interlinking various concepts harmoniously. It is within this context that the cultivation of students' dialogues and interactive exchanges, integral components of a mathematically communicative learning environment, is believed to profoundly enhance their grasp of conceptual dimensions. This study endeavors to underscore the pivotal role of communication and discourses in education. It delves into the profound influence wielded by communication-centric learning settings in nurturing and actualizing conceptual learning. The investigation draws insights from pertinent literature, culminating in a comprehensive exploration of how mathematical communication-oriented learning environments serve as catalysts for the profound realization of conceptual understanding.

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  • Setiyani, S., Putri, D., Ferdianto, F., & Fauji, S. (2020). Designing a digital teaching module based on mathematical communication in relation and function. Journal on Mathematics Education, 11, 223–236. https://doi.org/10.22342/jme.11.2.7320.223-236
  • Sfard, A. (2008). Thinking as communicating. Cambridge University Press.
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  • Sierpinska, A. (1994). Understanding in mathematics (1st ed.). Routledge.
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  • Soter, A. O., Wilkinson, I. A., Murphy, P. K., Rudge, L., Reninger, K., & Edwards, M. (2008). What the discourse tells us: Talk and indicators of high-level comprehension. International Journal of Educational Research, 47(6), 372–391. https://doi.org/10.1016/j.ijer.2009.01.001
  • Soylu, Y., & Aydın, S. (2006). A study on importance of the conceptual and operational knowledge are balanced in mathematics lessons. Erzincan University Journal of Education Faculty, 8(2), Article 2.
  • Stein, C. A. (2007). Let’s talk: Promoting mathematical discourse in the classroom. The Mathematics Teacher, 101(4), 285–289. https://doi.org/10.5951/MT.101.4.0285
  • Sukmawati, F., Setyosari, P., Sulton, S., & Purnomo, P. (2019). The effect of project-based collaborative learning strategy and social skill towards conceptual understanding and the application of biology concept. Journal for the Education of Gifted Young Scientists, 7(4), 1325–1344. https://doi.org/10.17478/jegys.630693
  • Sumaji̇, S., Sa’di̇jah, C., Aydın, S., & Si̇sworo, S. (2020). Mathematical communication process of junior high school students in solving problems based on apos theory. Journal for the Education of Gifted Young Scientists, 8(1), Article 1. https://doi.org/10.17478/jegys.652055
  • Susilawati, W., Maryono, I., & Maimunah, S. (2018). The development of Adobe Flash-based interactive multimedia to enhance students’ mathematical communication skills. IOP Conference Series: Materials Science and Engineering, 434, 012011. https://doi.org/10.1088/1757-899X/434/1/012011
  • Tahir, T. (2021). The effect of learning styles on students’ mathematical communication ability. Journal Of Medives: Journal of Mathematics Education IKIP Veteran Semarang, 5(1), 13–21. https://doi.org/10.31331/medivesveteran.v5i1.1378
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  • Yeh, C., Cheng, H., Chen, Z. H., Liao, C. Y., & Chan, T. W. (2019). Enhancing achievement and interest in mathematics learning through Math-Island. Research and Practice in Technology Enhanced Learning, 14. https://doi.org/10.1186/s41039-019-0100-9
  • Yimam, M., & Kelkay, A. D. (2022). Evaluation of the effects of discourse-based mathematics instruction on eleventh grade students’ conceptual and procedural understanding of probability and statistics. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2021.2007742
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  • Yulian, N. (2018). Developing teaching materials using comic media to enhance students’ mathematical communication. IOP Conference Series: Materials Science and Engineering, 335, Article 012110. https://doi.org/10.1088/1757-899X/335/1/012110
  • Zakaria, E., Yaakob, M., Mistima, S., & Adnan, M. (2010). Conceptual knowledge and mathematics achievement of matriculation students. Procedia - Social and Behavioral Sciences, 9, 1020–1024. https://doi.org/10.1016/j.sbspro.2010.12.279
  • Zengin, Y. (2017). The potential of GeoGebra software for providing mathematical communication in the light of pre-service teachers’ views. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 11, 101–127.
  • Zeybek, Z., & Açıl, E. (2018). Investigating seventh grade students’ mathematical communication skills: Student journals. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 9(3), Article 3. https://doi.org/10.16949/turkbilmat.367513
Toplam 148 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri (Diğer)
Bölüm Makaleler
Yazarlar

Mahir Biber 0000-0003-4044-6966

Erken Görünüm Tarihi 27 Ekim 2023
Yayımlanma Tarihi 29 Ekim 2023
Gönderilme Tarihi 11 Ağustos 2023
Kabul Tarihi 19 Eylül 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 5 Sayı: Özel Sayı

Kaynak Göster

APA Biber, M. (2023). Constructing Mental Models: Mathematical Communication and Discourses in Conceptual Understanding. Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi, 5(Özel Sayı), 271-305.