EVALUATION OF CONCEPT LEARNING DEFICIENCIES ENCOUNTERED IN TEACHING SLOPE IN THE EMERGENCY DISTANCE EDUCATION PROCESS

Elif Ertem Akbaş, Kübra Alan

Abstract


Due to the fact that the pandemic process did not occur in a predictable time frame, various difficulties have arisen in the field of education. This is also true in mathematics education, and concretization has been one of the biggest obstacles. This situation paved the way for concept learning errors that may occur in students. There are some basic problems encountered in teaching the subject of slope. In this study, the purpose was to evaluate the concept learning deficiencies encountered in teaching the subject of slope by using real life problems with the help of Geogebra. The study had an action research design based on a qualitative approach. The participants of the study were 13 8th grade students attending a public school in Turkey. As the data collection tool, the activity named Bicycle-Slope, which was prepared by Kavak (2013) and which was available on the website of Geogebra, was used. In addition, 4 sub-questions were directed to the students. Moreover, the data were photographed with a camera, recorded with a voice recorder and analyzed descriptively. At the end of the study, when the responses of the students were observed, it was seen that there was a decrease in most of the concept learning errors that occurred.

 

Article visualizations:

Hit counter


Keywords


emergency distance education, Realistic Mathematics Education (RME), slope, Geogebra

Full Text:

PDF

References


Aktümen M, Horzum T, Yıldız A, Ceylan T, (2010). A dynamic math software: GeoGebra and elementary school 6th-8th grade sample activities for math lessons. http://w3.gazi.edu.tr/web/aktumen/dosyalar/geo gebraturkiye.pdf

Bakker A, Wagner D, (2020). Pandemic: Lessons for Today and Tomorrow. Educational Studies in Mathematics, 104: 1-4. doi: 10.1007/s10649-020-09946-3

Başarmak U, Mahiroğlu A, (2015). Student Opinions about Cartoon Animation Used in Online Learning Environment. International Journal of Eurasia Social Science. International Journal of Eurasia Social Science, 6(19): 234-253.

Bozkurt A, (2020). The Coronavirus (Covid-19) Pandemic Process and Evaluations on Education in the Post-Pandemic World: New Normal and New Education Paradigm. Journal of open education practices and research. Journal of open education practices and research, 6(3). doi: 10.21449/ijate.875293

Bozkurt A, Sharma C, (2020). Emergency Remote Teaching in a time of Global Crisis due to CoronaVirus Pandemic. Asian Journal of Distance Education, 15(1). doi: 10.5281/zenodo.3778083

Creswell W, (2020). Qualitative research methods: Qualitative research and research design according to five approaches. Ankara: Siyasal Bookstore.

Deniz Ö, Kabael T, (2017). The Processes of Forming the Concept of Slope for 8th Grade Students. Journal of Education and Science, 42(192): 139-172. doi: 10.15390/EB.2017.6996

Er S, Sağlam Kaya Y, (2017). Opinions of Secondary School Mathematics Preservice Teachers about Material Development in Geogebra Environment. Journal of Education Faculty, Mersin University, 13 (1): 228-242. doi: 10.17860/mersinefd.305950

Gül B, (2014). An Investigation of the Relationship between the Mathematical Achievement of the 8th Grade Students in the Subject of Triangles and the Levels of Van Hiele Geometric Thinking. Master's thesis, Gazi University.

Güven B, Karataş İ, (2003). Learning Geometry with the Dynamic Geometry Software Cabri: Student Opinions. The Turkish Online Journal of Educational Technology, 2(2): 67-78.

Hatısaru V, (2009, November). How Should Mathematics Education Be? Sample Application with Grade-Repeating Students. 8th Mathematics Symposium, Ankara.

Hohenwarter M, Hohenwarter J, (2011). Geogebra Official User Manual (translated by M. Doğan and E. Karakırık) Ankara: Nobel. (Original work published 2008).

Hohenwarter M, Preiner J, (2007). Dynamic Mathematics with GeoGebra. The Journal of Online Mathematics and its Applications, Volume 7. Article ID 1448.

Kavak H, (2013). https://www.geogebra.org/material/show/id/BQnDeXtw. Access date: 17.04.2021.

Kilit B, Güner, P, (2021). Opinions of Mathematics Teachers about Web-Based Distance Education in Mathematics Lessons. Journal of Social Sciences Anemon Muş Alparslan University, 9 (1): 85-102. doi: 10.18506/anemon.803167

Krefting L, (1991). Rigor in qualitative research: the assessment of trustworthiness. The American Journal of Occupational Therapy, 45 (3): 214-222. doi: 10.5014/ajot.45.3.214

Kutluca T, Zengin Y, (2011). Evaluation of Student Views about the Use of Geogebra in Mathematics Teaching. Journal of Dicle University Ziya Gökalp Faculty of Education, (17): 160-172.

MNE (2018). Mathematics Curriculum in Primary and Secondary Schools, Ankara.

MNE (2020). Mathematics Curriculum in Vocational Education Centers, Ankara.

Sarıtaş E, Barutçu S, (2020). Digital Transformation in Education and Students’ Readiness for Online Learning: A Study on Pamukkale University Students during the Pandemic Period. Journal of İnternet Applications and Management, 11 (1): 5-22. doi: 10.34231/iuyd.706397

Sezgin S, (2021). Analysis of the Emergency Distance Education Process: Featured Concepts, Problems and Lessons Learned. Anadolu University Journal of Social Sciences, 21 (1): 273-296. doi: 10.18037/ausbd.902616

Telli S, Altun D, (2020). The Coronavirus and the Unstoppable Rise of Online Education. Journal of University Studies, 3 (1): 25-34. doi: 10.32329/uad.711110

Tomic W, Nelissen J, Representations in Mathematics Education, Hearken. ERIC Document Reproduction Service No. ED 428950, (1998).

Topraklıkoğlu K, (2018). Teaching Geometry with Augmented Reality Activities Using Three-Dimensional Modeling. Master's thesis, Balikesir University.

Uzun K, (2018). The Effect of Teaching Linear Equations and Slope with Dynamic Geometry Software Geogebra on 8th Grade Students' Conceptual Understanding and Permanence. Master's thesis. Uşak University.

Üzel D, (2007). The Effect of Education Supported with Realistic Mathematics Education (RME) on Student Achievement in Elementary 7th Grade Mathematics Teaching. Doctoral thesis, Balikesir University.

Yemen S, (2009). The Effect of Technology-Supported Education on Students' Achievement and Attitudes in Teaching Analytical Geometry at Elementary School 8th Grade. Master's thesis, Dokuz Eylul University.

Yenilmez K, Kocaoğlu T, (2010). 5th Grade Students' Errors and Misconceptions in Fraction Problems. Journal of Dicle University Ziya Gökalp Faculty of Education, (14): 71-85.

Yıldırım A, Şimşek H, Qualitative Research Methods in Social Sciences, Ankara: Seçkin Publication, 2018.




DOI: http://dx.doi.org/10.46827/ejes.v9i1.4091

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Elif Ertem Akbaş, Kübra Alan

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2022. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).