Araştırma Makalesi
BibTex RIS Kaynak Göster

GeoGebra Software on the Mathematical Language Developments and Self-Efficacy Perceptions of Students

Yıl 2023, Cilt: 7 Sayı: 15, 682 - 704, 21.10.2023

Nimet Barçın Arzu Aydoğan Yenmez

https://doi.org/10.31458/iejes.1340349

Öz

The aim of the study is to investigate the effects of using GeoGebra in teaching functions on mathematical language development and self-efficacy perceptions of tenth grade students. The study, which used the action research method, changes in participants’ language structures were examined with the worksheets, mathematical language questions, researcher’s logs and participant’s logs; participants' self-efficacy perceptions were also examined with the self-efficacy perception scale. The ability of the participants to switch between the sub-dimensions of mathematical language was observed. The research showed that GeoGebra-Assisted Education improved the participants’ perceptions of mathematical self-efficacy and positively affected their mathematical language skills. Since the effective use of mathematical language is an important component of mathematics lessons, the results present important findings.

Anahtar Kelimeler

Mathematical language self-efficacy perceptions geogebra action research

Etik Beyan

Ethical approval and written permission for this study were obtained from the Social and Human Sciences Scientific Research and Publication Ethics Committee of Niğde Ömer Halisdemir University with the decision numbered 69972237-302.08.01-E.52412.

Teşekkür

The data reported here were collected as part of the first author’s thesis. Part of the study was presented at the International Education Congress (EDUCONGRESS 2022).

Kaynakça

  • Akarsu-Yakar, E. (2019). Ortaokul öğrencilerinin matematiksel düşünme süreçlerinin ve matematiksel dil becerilerinin matematiğin üç dünyası kuramsal çerçevesi açısından incelenmesi [An investigation of mathematical thinking processes and mathematical language skills of secondary school students through the theoretical framework of ‘three worlds of mathematics] Master’s thesis, Dokuz Eylül University, İzmir.
  • Altıner, E. Ç., & Önal, H. (2022). İlkokul öğrencilerinin sözel problem çözerken kullandıkları görsel ve görsel olmayan temsillerin incelenmesi [Visual and nonvisual representations used by elementary school students when solving word problems]. Yaşadıkça Eğitim, 36(1), 16-34. https://doi.org/10.33308/26674874.2022361344
  • Argün, Z., Arıkan, A, Bulut, S. & Halıcıoğlu, S. (2014). Temel matematik kavramlarının künyesi. [Basic mathematical concepts]. Ankara: Gazi Kitabevi.
  • Austin, J. L., & Howson, A. G. (1979). Language and mathematical education. Educational Studies in Mathematics, 10(2), 161-197. https://doi.org/10.1007/BF00230986
  • Aydın, B., Peker, M., & Dursun, Ş. (2000). İlköğretim 6-8. sınıflarda matematik öğretmenlerinin karşılaştıkları sorunların tespiti. D.E.Ü. Buca Eğitim Fakültesi Dergisi, 12, 120-129.
  • Aygün, D., Karadeniz, M. H., & Bütüner, S. Ö. (2020). Kavram karikatürü uygulamalarının 5. sınıf öğrencilerinin matematiksel sembol, terim/kavram kullanımına yansımaları [Reflections of concept cartoons applications to 5 th grade students’ use of mathematical symbols, terms/ concepts]. International Journal of Educational Studies in Mathematics, 7(3), 151-172.
  • Bali, Ç. G. (2003). Matematik öğretmen adaylarının matematik öğretiminde dile ilişkin görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 25, 19-25.
  • Bandura, A. (1994). Self-efficacy, In: V. S. Ramachaudran (Ed.), Encyclopedia of human behavior, NY: Academic Press.
  • Bayazit, İ., Aksoy, Y., & Kirnap, M. (2011). Öğretmenlerin matematiksel modelleri anlama ve model oluşturma yeterlilikleri [Teachers’ understanding of and proficiency at producing mathematical models]. Education Sciences, 6(4), 2495-2516.
  • Baykul, Y. (2009). İlköğretimde matematik öğretimi 6-8. sınıflar. Ankara: Pegem Akademi.
  • Bayturan, S. (2011). Ortaöğretim matematik eğitiminde bilgisayar destekli öğretimin, öğrencilerin başarıları, tutumları ve bilgisayar öz-yeterlik algıları üzerindeki etkisi [The effect of computer-assisted instruction on the achievement, attitude and computer self-efficacy of students in mathematics education]. Doctoral thesis, Dokuz Eylül University, İzmir.
  • Bell, A., & Janvier, C. (1981). The interpretation of graphs representing situations. For the Learning of Mathematics, 2(1), 34-42.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2016). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi Yayıncılık.
  • Boz, N. (2008). Turkish pre-service mathematics teachers’ beliefs about mathematics teaching. Australian Journal of Teacher Education, 33(5), 66-80
  • Can, E., & Gündüz, Y. (2021). Öğretmenlerin güç mesafesi ve öz yeterlik algıları ile işe yabancılaşma düzeyleri arasındaki ilişki [The relationship between teachers’ power distance and self efficacy perceptions and work alienation levels]. Trakya Eğitim Dergisi, 11(3), 1173-1189.
  • Canbazoğlu, H. B., & Tarım, K. (2019). Sınıf öğretmenlerinin ve sınıf öğretmeni adaylarının matematiksel dil becerilerine ilişkin farkındalıkları [The awareness of the language of mathematical skills of primary school teachers and pre-service primary school teachers’]. İlkogretim Online, 18(4), 1919-1937.
  • Capraro, R. M. & Capraro, M. M. (2006). Are you really going to read us a story? Learning geometry through children’s mathematics literature. Reading Psychology, 27, 21-36.
  • Chomsky, N. (2011). Language and other cognitive systems. What is special about language? Language Learning and Development, 7(4), 263-278.
  • Çakmak, Z. (2013). Sekinci sınıf öğrencilerinin istatistik konusundaki matematiksel dil becerilerine ilişkin değişkenlerin yapısal eşitlik modeli ile incelenmesi [An investigation of the variables related to 8th grade students' mathematical language skills in statistics through structural equitation model]. Master’s thesis, Erzincan University, Erzincan.
  • Çelik, A. Ö., & Güzel, E. B. (2018). Doğrusal fonksiyonun öğrenilmesine yönelik tasarlanan modelleme etkinliği üzerine çalışan öğrencilerin nicel muhakemeleri [Students’ quantitative reasoning while engaging in a mathematical modeling task designed for learning linear function]. Adıyaman University Journal of Educational Sciences, 8(2), 53-85.
  • Çetin, Y., & Mirasyedioğlu, Ş. (2019). Teknoloji destekli probleme dayalı öğretim uygulamalarının matematik başarısına etkisi. [The effects of the technology supported problem-based learning activities on students’ achievement in mathematics]. Journal of Computer and Education Research, 7(13), 13-34. https://doi.org/10.18009/jcer.494907
  • Descartes, R. (2003). Metot üzerine konuşma. (K. Tahir Sel çev.). İstanbul: Sosyal Yayınları. Ellerton, N. F., and Clarkson, P. C. (1996). Language factors in mathematics teaching and learning. In International handbook of mathematics education (pp. 987-1033). Springer. https://doi.org/10.1007/978-94-009-1465-0_27
  • Dur, Z., (2010). Öğrencilerin matematiksel dili hikaye yazma yoluyla iletişimde kullanabilme becerilerinin farklı değişkenlere göre incelenmesi [Exploring students' ability of using mathematical language through writing stories in communication with respect to different variables. Unpublished master's thesis, Hacettepe University, Ankara].
  • Goslin, K.D.M. (2016). The effect of purposeful mathematics discourse in the classroom on students’ mathematics language in the context of problem solving. Unpublished master’s thesis, Oeen’s University, Canada.
  • Gökçe, S., Yenmez, A. A., & Özpınar, İ. (2016). Matematik öğretmenlerinin GeoGebra ile hazırlanan çalışma yaprakları üzerine görüşleri [Mathematics teachers’ opinions on worksheets prepared with geogebra]. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 7(1), 164-187. https://doi.org/10.16949/turcomat.21979
  • Gökçe, S., & Güner, P. (2022). Dynamics of GeoGebra ecosystem in mathematics education. Education and Information Technologies, 27(4), 5301-5323.
  • Güner, P. (2012). Matematik öğretmen adaylarının ispat yapma süreçlerinde DNR tabanlı öğretime göre anlama ve düşünme yollarının incelenmesi [The investigation of preservice mathematics teachers' ways of thinking and understanding in the proof process according to DNR based education]. Master’s thesis, Marmara University, İstanbul.
  • Hohenwarter, M., & Jones, K. (2007). BSRLM geometry working group: Ways of linking geometry and algebra, the case of GeoGebra. Proceedings of the British Society for Research into Learning Mathematics, 27(3), 126–131.
  • Hohenwarter, M., & Lavicza, Z. (2007). Mathematics teacher development with ICT: Towards an International GeoGebra Institute. Proceedings of the British Society for Research into Learning Mathematics, 27(3), 49-54.
  • Haag, N., Heppt, B., Stanat, P., Kuhl, P., & Pant, H. A. (2013). Second language learners' performance in mathematics: Disentangling the effects of academic language features. Learning and Instruction, 28, 24-34. https://doi.org/10.1016/j.learninstruc.2013.04.001
  • Hangül, T., Özmantar, M. F., Agaç, G., & Yavuz, İ. (2021). A Turkish adaptation of a framework for evaluating the mathematical quality of instruction: Matematik öğretiminin niteliğini değerlendiren bir çerçevenin Türkçe’ye uyarlama çalışması. Journal of Human Sciences, 18(4), 616-643. https://doi.org/10.14687/jhs.v18i4.6136
  • Hiller, S. E., Kitsantas, A., Cheema, J. E., & Poulou, M. (2021). Mathematics anxiety and self-efficacy as predictors of mathematics literacy. International Journal of Mathematical Education in Science and Technology, 1-19. https://doi.org/10.1080/0020739X.2020.1868589
  • Karakiliç, S., & Arslan, S. (2019). Kitap okumanın öğrencilerin matematik başarısı ve problem çözme becerisi üzerine etkisi. [The impact of book reading on students’ problem solving skills and their mathematics success]. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 10(2), 456-475. https://doi.org/10.16949/turkbilmat.497143.
  • Karataş, I., & Güven, B. (2004). Fonksiyon kavramının farklı öğrenim düzeyinde olan öğrencilerdeki gelişimi. Eurasian Journal of Educational Research (EJER), (16), 64-73.
  • Kohen, Z., Amram, M., Dagan, M., & Miranda, T. (2022). Self-efficacy and problem-solving skills in mathematics: the effect of instruction-based dynamic versus static visualization. Interactive Learning Environments, 30(4), 759-778. https://doi.org/10.1080/10494820.2019.1683588
  • Köysüren, M., & Üzel. (2018). Matematik öğretiminde teknoloji kullanımının 6. sınıf öğrencilerinin matematik okuryazarlığına etkisi [The effect of using technology in mathematics teaching to mathematical literacy of grade 6 students]. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 12(2), 81-101. https://doi.org/10.17522/balikesirnef.506418
  • Kul, H. (2020). Fonksiyon dönüşümleri konusunun Geogebra ile öğretiminin öğrencilerin akademik başarılarına, bilgilerin kalıcılığına ve motivasyonlarına etkisi [The effects of teaching with Geogebra on students' academic achievements, retention of knowledge and motivation in function transformations]. Master’s thesis, Ataturk University, Erzurum.
  • Marzano, R. J. (2004). Building background knowledge for academic achievement: Research on what works in schools. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Ministry of National Education (MoNE). (2018). Matematik dersi öğretim programı (1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar) [Mathematics course curriculum (Grades 1, 2, 3, 4, 5, 6, 7, and 8)].
  • National Council of Teachers of Mathematics (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: NCTM.
  • Örnek, T., & Soylu, Y. (2021). Problem kurma becerisini geliştirmek için tasarlanan problem kurma öğrenme modeli’nin değerlendirilmesi. Journal of Computer and Education Research, 9(18), 929-960. https://doi.org/10.18009/jcer.949572
  • Özdişci, S., & Katranci, Y. (2020). Ortaokul öğrencilerinin problem çözme ve problem oluşturma becerilerinin incelenmesi [Investigation of middle school students’ problem solving and problem posing skills]. Milli Eğitim Dergisi, 49(226), 149-184
  • Pimm, D. (1987). Speaking Mathematically: Communication in mathematics classrooms. London: Routledge Kegan Paul.
  • Pirie, S. E. (1998). Crossing the gulf between thought and symbol: Language as (slippery) stepping-stones. Language and Communication in the Mathematics Classroom, 34(2), 7-29.
  • Prediger, S., Wilhelm, N., Büchter, A., Gürsoy, E., & Benholz, C. (2018). Language proficiency and mathematics achievement. Journal für Mathematik-Didaktik, 39(1), 1-26.
  • Riccomini, P. J., Smith, G. W., Hughes, E. M., & Fries, K. M. (2015). The language of mathematics: The importance of teaching and learning mathematical vocabulary. Reading & Writing Quarterly, 31(3), 235-252. https://doi.org/10.1080/10573569.2015.1030995
  • Rubenstein, R. N., & Thompson, D. R. (2002). Understanding and supporting children's mathematical vocabulary development. Teaching Children Mathematics, 9(2), 107-112.
  • Saavedra, A. R., & Opfer, V. D. (2012). Learning 21st-century skills requires 21st-century teaching. Phi Delta Kappan, 94(2), 8-13. https://doi.org/10.1177/003172171209400203
  • Thumb, D., & Barzel, B. (2022). Teaching mathematics with technology: a multidimensional analysis of teacher beliefs. Educational Studies in Mathematics, 109(1), 41-63.
  • Umay, A. (2001). İlköğretim matematik öğretmenliği programının matematiğe karşı özyeterlik algısına etkisi. Journal of Qafqaz University, 8(1), 1-8.
  • Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. W. (2014). İlkokul ve ortaokul matematiği gelişimsel yaklaşımla öğretim (7. Baskı).(Çev. S. Durmuş). Ankara: Nobel Yayınları.
  • Vygotsky, L., & Cole, M. (2018). Lev Vygotsky: Learning and social constructivism. In S. Macblain (Ed.), Learning Theories for Early Years Practice. UK: SAGE Publications Inc. (pp. 68-73).
  • Xu, C., Lafay, A., Douglas, H., Di Lonardo Burr, S., LeFevre, J. A., Osana, H. P., ... & Maloney, E. A. (2022). The role of mathematical language skills in arithmetic fluency and word-problem solving for first-and second-language learners. Journal of Educational Psychology, 114(3), 513. https://psycnet.apa.org/doi/10.1037/edu0000673
  • Yalvaç, B., (2019). Sekizinci sınıf öğrencilerinin cebir öğrenme alanında matematiksel dili kullanma becerilerinin incelenmesi [Investigation of the eighth grade students' skills of using mathematical language in algebra learning field]. Unpublished master’s tesis, Hacettepe University, Ankara.
  • Yeşildere, S. (2007). İlköğretim matematik öğretmen adaylarının matematiksel alan dilini kullanma yeterlikleri. [The competencies of prospective primary school mathematics teachers in using mathematical language]. Boğaziçi Üniversitesi Eğitim Dergisi, 24(2), 61-70.
  • Yıldırım, A. & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Pub.
  • 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 & Mathematics Education, 11(1), 101-127.

GeoGebra Software on the Mathematical Language Developments and Self-Efficacy Perceptions of Students

Yıl 2023, Cilt: 7 Sayı: 15, 682 - 704, 21.10.2023

Nimet Barçın Arzu Aydoğan Yenmez

https://doi.org/10.31458/iejes.1340349

Öz

The aim of the study is to investigate the effects of using GeoGebra in teaching functions on mathematical language development and self-efficacy perceptions of tenth grade students. The study, which used the action research method, changes in participants’ language structures were examined with the worksheets, mathematical language questions, researcher’s logs and participant’s logs; participants' self-efficacy perceptions were also examined with the self-efficacy perception scale. The ability of the participants to switch between the sub-dimensions of mathematical language was observed. The research showed that GeoGebra-Assisted Education improved the participants’ perceptions of mathematical self-efficacy and positively affected their mathematical language skills. Since the effective use of mathematical language is an important component of mathematics lessons, the results present important findings.

Anahtar Kelimeler

Mathematical language self-efficacy perceptions geogebra action research

Kaynakça

  • Akarsu-Yakar, E. (2019). Ortaokul öğrencilerinin matematiksel düşünme süreçlerinin ve matematiksel dil becerilerinin matematiğin üç dünyası kuramsal çerçevesi açısından incelenmesi [An investigation of mathematical thinking processes and mathematical language skills of secondary school students through the theoretical framework of ‘three worlds of mathematics] Master’s thesis, Dokuz Eylül University, İzmir.
  • Altıner, E. Ç., & Önal, H. (2022). İlkokul öğrencilerinin sözel problem çözerken kullandıkları görsel ve görsel olmayan temsillerin incelenmesi [Visual and nonvisual representations used by elementary school students when solving word problems]. Yaşadıkça Eğitim, 36(1), 16-34. https://doi.org/10.33308/26674874.2022361344
  • Argün, Z., Arıkan, A, Bulut, S. & Halıcıoğlu, S. (2014). Temel matematik kavramlarının künyesi. [Basic mathematical concepts]. Ankara: Gazi Kitabevi.
  • Austin, J. L., & Howson, A. G. (1979). Language and mathematical education. Educational Studies in Mathematics, 10(2), 161-197. https://doi.org/10.1007/BF00230986
  • Aydın, B., Peker, M., & Dursun, Ş. (2000). İlköğretim 6-8. sınıflarda matematik öğretmenlerinin karşılaştıkları sorunların tespiti. D.E.Ü. Buca Eğitim Fakültesi Dergisi, 12, 120-129.
  • Aygün, D., Karadeniz, M. H., & Bütüner, S. Ö. (2020). Kavram karikatürü uygulamalarının 5. sınıf öğrencilerinin matematiksel sembol, terim/kavram kullanımına yansımaları [Reflections of concept cartoons applications to 5 th grade students’ use of mathematical symbols, terms/ concepts]. International Journal of Educational Studies in Mathematics, 7(3), 151-172.
  • Bali, Ç. G. (2003). Matematik öğretmen adaylarının matematik öğretiminde dile ilişkin görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 25, 19-25.
  • Bandura, A. (1994). Self-efficacy, In: V. S. Ramachaudran (Ed.), Encyclopedia of human behavior, NY: Academic Press.
  • Bayazit, İ., Aksoy, Y., & Kirnap, M. (2011). Öğretmenlerin matematiksel modelleri anlama ve model oluşturma yeterlilikleri [Teachers’ understanding of and proficiency at producing mathematical models]. Education Sciences, 6(4), 2495-2516.
  • Baykul, Y. (2009). İlköğretimde matematik öğretimi 6-8. sınıflar. Ankara: Pegem Akademi.
  • Bayturan, S. (2011). Ortaöğretim matematik eğitiminde bilgisayar destekli öğretimin, öğrencilerin başarıları, tutumları ve bilgisayar öz-yeterlik algıları üzerindeki etkisi [The effect of computer-assisted instruction on the achievement, attitude and computer self-efficacy of students in mathematics education]. Doctoral thesis, Dokuz Eylül University, İzmir.
  • Bell, A., & Janvier, C. (1981). The interpretation of graphs representing situations. For the Learning of Mathematics, 2(1), 34-42.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2016). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi Yayıncılık.
  • Boz, N. (2008). Turkish pre-service mathematics teachers’ beliefs about mathematics teaching. Australian Journal of Teacher Education, 33(5), 66-80
  • Can, E., & Gündüz, Y. (2021). Öğretmenlerin güç mesafesi ve öz yeterlik algıları ile işe yabancılaşma düzeyleri arasındaki ilişki [The relationship between teachers’ power distance and self efficacy perceptions and work alienation levels]. Trakya Eğitim Dergisi, 11(3), 1173-1189.
  • Canbazoğlu, H. B., & Tarım, K. (2019). Sınıf öğretmenlerinin ve sınıf öğretmeni adaylarının matematiksel dil becerilerine ilişkin farkındalıkları [The awareness of the language of mathematical skills of primary school teachers and pre-service primary school teachers’]. İlkogretim Online, 18(4), 1919-1937.
  • Capraro, R. M. & Capraro, M. M. (2006). Are you really going to read us a story? Learning geometry through children’s mathematics literature. Reading Psychology, 27, 21-36.
  • Chomsky, N. (2011). Language and other cognitive systems. What is special about language? Language Learning and Development, 7(4), 263-278.
  • Çakmak, Z. (2013). Sekinci sınıf öğrencilerinin istatistik konusundaki matematiksel dil becerilerine ilişkin değişkenlerin yapısal eşitlik modeli ile incelenmesi [An investigation of the variables related to 8th grade students' mathematical language skills in statistics through structural equitation model]. Master’s thesis, Erzincan University, Erzincan.
  • Çelik, A. Ö., & Güzel, E. B. (2018). Doğrusal fonksiyonun öğrenilmesine yönelik tasarlanan modelleme etkinliği üzerine çalışan öğrencilerin nicel muhakemeleri [Students’ quantitative reasoning while engaging in a mathematical modeling task designed for learning linear function]. Adıyaman University Journal of Educational Sciences, 8(2), 53-85.
  • Çetin, Y., & Mirasyedioğlu, Ş. (2019). Teknoloji destekli probleme dayalı öğretim uygulamalarının matematik başarısına etkisi. [The effects of the technology supported problem-based learning activities on students’ achievement in mathematics]. Journal of Computer and Education Research, 7(13), 13-34. https://doi.org/10.18009/jcer.494907
  • Descartes, R. (2003). Metot üzerine konuşma. (K. Tahir Sel çev.). İstanbul: Sosyal Yayınları. Ellerton, N. F., and Clarkson, P. C. (1996). Language factors in mathematics teaching and learning. In International handbook of mathematics education (pp. 987-1033). Springer. https://doi.org/10.1007/978-94-009-1465-0_27
  • Dur, Z., (2010). Öğrencilerin matematiksel dili hikaye yazma yoluyla iletişimde kullanabilme becerilerinin farklı değişkenlere göre incelenmesi [Exploring students' ability of using mathematical language through writing stories in communication with respect to different variables. Unpublished master's thesis, Hacettepe University, Ankara].
  • Goslin, K.D.M. (2016). The effect of purposeful mathematics discourse in the classroom on students’ mathematics language in the context of problem solving. Unpublished master’s thesis, Oeen’s University, Canada.
  • Gökçe, S., Yenmez, A. A., & Özpınar, İ. (2016). Matematik öğretmenlerinin GeoGebra ile hazırlanan çalışma yaprakları üzerine görüşleri [Mathematics teachers’ opinions on worksheets prepared with geogebra]. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 7(1), 164-187. https://doi.org/10.16949/turcomat.21979
  • Gökçe, S., & Güner, P. (2022). Dynamics of GeoGebra ecosystem in mathematics education. Education and Information Technologies, 27(4), 5301-5323.
  • Güner, P. (2012). Matematik öğretmen adaylarının ispat yapma süreçlerinde DNR tabanlı öğretime göre anlama ve düşünme yollarının incelenmesi [The investigation of preservice mathematics teachers' ways of thinking and understanding in the proof process according to DNR based education]. Master’s thesis, Marmara University, İstanbul.
  • Hohenwarter, M., & Jones, K. (2007). BSRLM geometry working group: Ways of linking geometry and algebra, the case of GeoGebra. Proceedings of the British Society for Research into Learning Mathematics, 27(3), 126–131.
  • Hohenwarter, M., & Lavicza, Z. (2007). Mathematics teacher development with ICT: Towards an International GeoGebra Institute. Proceedings of the British Society for Research into Learning Mathematics, 27(3), 49-54.
  • Haag, N., Heppt, B., Stanat, P., Kuhl, P., & Pant, H. A. (2013). Second language learners' performance in mathematics: Disentangling the effects of academic language features. Learning and Instruction, 28, 24-34. https://doi.org/10.1016/j.learninstruc.2013.04.001
  • Hangül, T., Özmantar, M. F., Agaç, G., & Yavuz, İ. (2021). A Turkish adaptation of a framework for evaluating the mathematical quality of instruction: Matematik öğretiminin niteliğini değerlendiren bir çerçevenin Türkçe’ye uyarlama çalışması. Journal of Human Sciences, 18(4), 616-643. https://doi.org/10.14687/jhs.v18i4.6136
  • Hiller, S. E., Kitsantas, A., Cheema, J. E., & Poulou, M. (2021). Mathematics anxiety and self-efficacy as predictors of mathematics literacy. International Journal of Mathematical Education in Science and Technology, 1-19. https://doi.org/10.1080/0020739X.2020.1868589
  • Karakiliç, S., & Arslan, S. (2019). Kitap okumanın öğrencilerin matematik başarısı ve problem çözme becerisi üzerine etkisi. [The impact of book reading on students’ problem solving skills and their mathematics success]. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 10(2), 456-475. https://doi.org/10.16949/turkbilmat.497143.
  • Karataş, I., & Güven, B. (2004). Fonksiyon kavramının farklı öğrenim düzeyinde olan öğrencilerdeki gelişimi. Eurasian Journal of Educational Research (EJER), (16), 64-73.
  • Kohen, Z., Amram, M., Dagan, M., & Miranda, T. (2022). Self-efficacy and problem-solving skills in mathematics: the effect of instruction-based dynamic versus static visualization. Interactive Learning Environments, 30(4), 759-778. https://doi.org/10.1080/10494820.2019.1683588
  • Köysüren, M., & Üzel. (2018). Matematik öğretiminde teknoloji kullanımının 6. sınıf öğrencilerinin matematik okuryazarlığına etkisi [The effect of using technology in mathematics teaching to mathematical literacy of grade 6 students]. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 12(2), 81-101. https://doi.org/10.17522/balikesirnef.506418
  • Kul, H. (2020). Fonksiyon dönüşümleri konusunun Geogebra ile öğretiminin öğrencilerin akademik başarılarına, bilgilerin kalıcılığına ve motivasyonlarına etkisi [The effects of teaching with Geogebra on students' academic achievements, retention of knowledge and motivation in function transformations]. Master’s thesis, Ataturk University, Erzurum.
  • Marzano, R. J. (2004). Building background knowledge for academic achievement: Research on what works in schools. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Ministry of National Education (MoNE). (2018). Matematik dersi öğretim programı (1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar) [Mathematics course curriculum (Grades 1, 2, 3, 4, 5, 6, 7, and 8)].
  • National Council of Teachers of Mathematics (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: NCTM.
  • Örnek, T., & Soylu, Y. (2021). Problem kurma becerisini geliştirmek için tasarlanan problem kurma öğrenme modeli’nin değerlendirilmesi. Journal of Computer and Education Research, 9(18), 929-960. https://doi.org/10.18009/jcer.949572
  • Özdişci, S., & Katranci, Y. (2020). Ortaokul öğrencilerinin problem çözme ve problem oluşturma becerilerinin incelenmesi [Investigation of middle school students’ problem solving and problem posing skills]. Milli Eğitim Dergisi, 49(226), 149-184
  • Pimm, D. (1987). Speaking Mathematically: Communication in mathematics classrooms. London: Routledge Kegan Paul.
  • Pirie, S. E. (1998). Crossing the gulf between thought and symbol: Language as (slippery) stepping-stones. Language and Communication in the Mathematics Classroom, 34(2), 7-29.
  • Prediger, S., Wilhelm, N., Büchter, A., Gürsoy, E., & Benholz, C. (2018). Language proficiency and mathematics achievement. Journal für Mathematik-Didaktik, 39(1), 1-26.
  • Riccomini, P. J., Smith, G. W., Hughes, E. M., & Fries, K. M. (2015). The language of mathematics: The importance of teaching and learning mathematical vocabulary. Reading & Writing Quarterly, 31(3), 235-252. https://doi.org/10.1080/10573569.2015.1030995
  • Rubenstein, R. N., & Thompson, D. R. (2002). Understanding and supporting children's mathematical vocabulary development. Teaching Children Mathematics, 9(2), 107-112.
  • Saavedra, A. R., & Opfer, V. D. (2012). Learning 21st-century skills requires 21st-century teaching. Phi Delta Kappan, 94(2), 8-13. https://doi.org/10.1177/003172171209400203
  • Thumb, D., & Barzel, B. (2022). Teaching mathematics with technology: a multidimensional analysis of teacher beliefs. Educational Studies in Mathematics, 109(1), 41-63.
  • Umay, A. (2001). İlköğretim matematik öğretmenliği programının matematiğe karşı özyeterlik algısına etkisi. Journal of Qafqaz University, 8(1), 1-8.
  • Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. W. (2014). İlkokul ve ortaokul matematiği gelişimsel yaklaşımla öğretim (7. Baskı).(Çev. S. Durmuş). Ankara: Nobel Yayınları.
  • Vygotsky, L., & Cole, M. (2018). Lev Vygotsky: Learning and social constructivism. In S. Macblain (Ed.), Learning Theories for Early Years Practice. UK: SAGE Publications Inc. (pp. 68-73).
  • Xu, C., Lafay, A., Douglas, H., Di Lonardo Burr, S., LeFevre, J. A., Osana, H. P., ... & Maloney, E. A. (2022). The role of mathematical language skills in arithmetic fluency and word-problem solving for first-and second-language learners. Journal of Educational Psychology, 114(3), 513. https://psycnet.apa.org/doi/10.1037/edu0000673
  • Yalvaç, B., (2019). Sekizinci sınıf öğrencilerinin cebir öğrenme alanında matematiksel dili kullanma becerilerinin incelenmesi [Investigation of the eighth grade students' skills of using mathematical language in algebra learning field]. Unpublished master’s tesis, Hacettepe University, Ankara.
  • Yeşildere, S. (2007). İlköğretim matematik öğretmen adaylarının matematiksel alan dilini kullanma yeterlikleri. [The competencies of prospective primary school mathematics teachers in using mathematical language]. Boğaziçi Üniversitesi Eğitim Dergisi, 24(2), 61-70.
  • Yıldırım, A. & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Pub.
  • 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 & Mathematics Education, 11(1), 101-127.
Toplam 57 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Matematik Eğitimi
Bölüm Araştırma Makalesi
Yazarlar

Nimet Barçın Bu kişi benim 0000-0002-5498-2105

Arzu Aydoğan Yenmez 0000-0001-8595-3262

Erken Görünüm Tarihi 12 Ekim 2023
Yayımlanma Tarihi 21 Ekim 2023
Gönderilme Tarihi 9 Ağustos 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 7 Sayı: 15

Kaynak Göster

APA Barçın, N., & Aydoğan Yenmez, A. (2023). GeoGebra Software on the Mathematical Language Developments and Self-Efficacy Perceptions of Students. International E-Journal of Educational Studies, 7(15), 682-704. https://doi.org/10.31458/iejes.1340349
 Kapak Resmi İndir

2106713894             13896   14842

We would like to share important news with you. International e-journal of Educational Studies indexed in EBSCO Education Full Text Database Coverage List H.W. Wilson Index since January 7th, 2020.
https://www.ebsco.com/m/ee/Marketing/titleLists/eft-coverage.pdf

IEJES has been indexed in the Education Source Ultimate database, which is the upper version of the Education Full Text (H.W. Wilson) and Education Full Text (H.W. Wilson) database, from 2020 to the present. https://www.ebsco.com/m/ee/Marketing/titleLists/esu-coverage.htm

Creative Commons License


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