Two faced mathematical words<p>İkiyüzlü matematiksel kelimeler
Journal Title: Journal of Human Sciences - Year 2015, Vol 12, Issue 1
Abstract
Learning is a product of experiences and in the process of learning cognitive changes comes out at an individual. These changes, called as cognitive learning, are evaluated under the frame of learning hypothesis. One of the hypotheses of cognitive learning is the Information-Processing Approach which explains brain conditioning through comparing it with computer. It is possible to base information-processing on the language learning which a cognitive learning type is. In the teaching process of mathematics, which is a universal language, meaningful connections can be implemented with the casual speaking language. However; it is not always possible to connect mathematical concepts, definitions, symbols and signs with the normal life. There are some words meaning different in mathematics and life. An interview form was applied to 60 high-school students with the intention of understanding the meaning, concept and reality of these differences and by this application students’ concept signs were tried to be revealed. Besides; semi-structured interviews were examined to understand the ideas of students’ about the effect of differences on learning. Ideas were classified according to the reasons. As a conclusion, the result was that students don’t see mathematics language compatible with life and they see this lesson as a difficult lesson to be successful in. ÖzetÖğrenme, yaşantıların ürünüdür ve öğrenme sonucunda bireyde bilişsel değişimler ortaya çıkmaktadır. Bilişsel öğrenme olarak adlandırılan budeğişimler, öğrenme kuramları çerçevesinde değerlendirilmektedir. Bilişsel öğrenme kuramlarından biri Bilgi-İşlemYaklaşımı’dır. Bir bilişsel öğrenme çeşidi olan dil öğretiminde bilgi-işlem yaklaşımını temel almak mümkündür. Evrensel bir dil olan matematiğin öğretiminde günlük konuşma dili ile anlamsal bağlar kurmak matematikte yer alan kavram, tanım, sembol ve simgelerin günlük hayatla bağlantısını kurmakla bir olmayabilir. Matematik anlamı ile günlük hayat anlamı farklılık gösteren kelimeler vardır. Bu farklılıkların matematik öğretim-öğrenim sürecindeki yansımalarını ortaya koymak amacıyla yapılan çalışmada 60 lise öğrencisine görüşme formu uygulanmış ve öğrencilerin kavram imgeleri ortaya çıkarılmaya çalışılmıştır. Ayrıca yarı yapılandırılmış görüşmeler yapılarak öğrencilerin anlamsal farklılıkların öğrenmeye etkisi hakkındaki görüşleri incelenmiştir. Bu haliyle çalışma nitel paradigmaya sahip durum çalışmasıdır. Yapılan görüşmeler örneklerle bağlantısına göre incelenerek nedenlerine göre analiz edilip gruplandırılmıştır. Öğrencilerin matematiği bir dil olarak göremeyip çok soyut ve günlük hayattan uzak buldukları, ancak yaygın algının aksine zorlanmalarına rağmen bir ders olarak sevdikleri sonucuna ulaşılmıştır.
Authors and Affiliations
Ali Delice, Büşra Sür
Keywords
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