Araştırma Makalesi
BibTex RIS Kaynak Göster

The Effect of Using Cryptology on Understanding of Function Concept

Yıl 2021, Cilt: 8 Sayı: 4, 80 - 90, 03.12.2021

Ramazan Erol Elif Saygı

https://doi.org/10.33200/ijcer.881413

Öz

The aim of the study is to teach the concept of function by using cryptology and to examine whether it provides support to students who have difficulty in integrating this subject into daily life. The study group of the study consisted of 50 primary school teachers in elementary mathematics teaching department of a public university in Ankara. Since the research was aimed to reveal the advantages and disadvantages of using cryptology in teaching the basic function concept, qualitative data were collected and analyzed. The data collection tool of the study is a achievement test consisting of 10 questions prepared by observer researcher, practicing researcher and evaluation expert. This achievement test was applied as both pre-test and post-test. In terms of functions, only the definition of function, inverse function, one-to-one function, set of values-set of definition, set of images and cryptography about where functions can be used in daily life were utilized. As a result of the study, it was concluded that pre-service teachers' awareness about function increased and it was advantageous and possible to use cryptology to connect functions with daily life.

Anahtar Kelimeler

Function Cryptology Encryption Mathematics teachers candidates

Kaynakça

  • Akkoç, H. (2005). Fonksiyon kavramının anlaşılması: Çoğul temsiller ve tanımsal özellikler, Eğitim Araştırmaları Dergisi (Eurasian Journal of Educational Research), Yıl 5, Sayı 20.
  • Akkoç, H. (2006). Fonksiyon kavramının çoklu temsillerinin çağrıştırdığı kavram görüntüleri, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30, 1-9.
  • Büyüköztürk, Ş. (2012). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
  • Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı. (16.baskı). Ankara: Pegem Akademi.
  • Carlson, M. P. (1998). A Cross-Cectional Investigation of the Development of the Function Concept. In A. H. Schoenfeld, J. Kaput, & E. Dubinsky (Eds.), Research in Collegiate Mathematics Education III 114-162. Washington, DC: Mathematical Association of America
  • Creswell, J. W. (2013). Araştırma deseni. Ankara: Eğiten Kitap.
  • Clement, L. L. (2001). What do students really know about functions? The National Council of Teachers of Mathematics, 94(9) December 2001.
  • Çimen, C., Akleylek, S. & Akyıldız, E. (2011). Şifrelerin matematiği: Kriptografi. Ankara: ODTÜ Yayıncılık.
  • Dreyfus, T. & Eisenberg, T. (1982). Intuitive Functional Concepts. A Baseline Study on Intuitions. Journal for Research in Mathematics Education,13(5), 360-380.
  • Dubinsky, E., & Wilson, R. T. (2013). High School Students’ Understanding Of The Function Concept. The Journal of Mathematical Behavior.32(1), 83-101.
  • Eisenberg, T. (1991). Function and Associated Learning Difficulties. In D. Tall (Ed.), Advanced Mathematical Thinking (140-152). Kluwer Academic Publishers.
  • Erbaş, A. K., Çetinkaya, B., Güven, B., Karataş, İ., & Çınkır, Z. (Eds.) (2013). Ortaöğretim Matematik 9. Sınıf: 3. Kitap. Ankara: Milli Eğitim Bakanlığı Yayınları.
  • Ferrini-Mundy, J. & Graham, K.G. (1991). An overview of the calculus curriculum reform effort: Issues for learning, teaching, and curriculum development. American Mathematical Monthly, 98(7), 627-635.
  • Fraenkel, J.R. & Wallen, N.E. (2009). How to desing and evaluate research in education. NewYork: McGraw-Hill.
  • Hiebert, J. & Lefevre, P. (1986). Conceptual and procedural knowledge: The case of mathematics (s.1-22). Hillsdale, Lawrance Erlbaum Associates Inc, New Jersey.
  • Hitt, F. (1998). Difficulties in the Articulation of Different Representation Linked to the Concept of Function. Journal of Mathematical Behaviour, 17(1), 123-134.
  • Malik, M A. (1980). Historical and pedagogical aspects of the definition of function. International Journal of Mathematical Education in Science & Technology, 11(4), 489-492.
  • MEB (Milli Eğitim Bakanlığı) (2013). Ortaöğretim matematik dersi (9, 10, 11, 12. Sınıflar) öğretim programı. [Çevirim içi: http://ttkb.meb.gov.tr/program2.aspx], Erişim tarihi: 23 Mart 2015
  • Menezes, A., Oorcschot, P. V., & Vanstone, S. (2001). Handbook of cryptography. Wales, England: CRC Press.
  • NCTM. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: NCTM.
  • NCTM. (2000). Priciples and standarts fo school mathematics. Reston, VA: NCTM.
  • Özmantar, M.F., Bingölbali, E. & Akkoç (2010). Matematiksel kavram yanılgıları ve çözüm önerileri. Ankara: Pegem Akademi.
  • Özyıldırım, G. F. (2015). Effect of problem solving strategies instruction on preservice elementary mathematics teachers’ conceptual /procedural solution preferences and problem solving performance Doctoral Thesis. Hacettepe University, Ankara.
  • Polat, Z. S. & Şahiner, Y.(2007). A study about the elimination of pre-service primary education teachers’ misconceptions about relations and functions concepts. Eğitim ve Bilim Education and Science 2007, 32(146). Sajka, M.(2003). A secondary school student's understanding of the concept of function - A case study: Educational Studies in Mathematics, Vol.53 (3).229-254
  • Saygı, E. & Umay, A. (2010). Kriptoloji yardımıyla fonksiyon kavramının oluşturulması. Matematik Etkinlikleri Sempozyumu, 20 – 22 Ekim 2010. Trabzon: Trabzon.
  • Sierpinska, A. (1992). On understanding the notion of functions. In E. Dubinsky & G. Harel (Eds.), The concept of function: Elements of Pedagogy and Epistemology. Notes and Reports Series of the Mathematical Association of America, Vol. 25, 25-58.
  • Süzer, V. (2011). Dokuzuncu sınıf öğrencilerinin fonksiyon kavramı ile ilgili kavram tanımı ve imajları üzerine bir durum çalışması Master Thesis. Gazi University, Ankara.
  • Şandır, T. Y. (2006). Fonksiyon kavramı hakkında öğretmen adaylarının görüşleri üzerine bir fenomenografik çalışma Master Thesis. Gazi University, Ankara.
  • Tall, D. & Bakar, M. (1991). Students’ mental protypes for functions and graphs: Proceedings of PME 15 Assisi, Italy, 104-111
  • Tall, D. O. & Bakar, M. (1992). Students’ mental prototypes for functions and graphs: International Journal of Math, Education, Science, and Technology 23 (1). 39– 50.
  • Umay, A.(2007). Eski arkadaşımız okul matematiğinin yeni yüzü. Ankara: Aydan Web Tesisleri.
  • Ural, A.(2006). Conceptual Obstacles Concerning the Learning of the Function Ege Education Journal 2006 (7) 2: 75–94.
  • Ural, A.(2007). The effect of cooperative learning on mathematics academic achievement, retention, mathematics self-efficacy and attitudes toward mathematics Doctoral Thesis. Gazi University, Ankara.
  • Vinner, S. (1983). Concept definition, concept image, and the notaion of function: International Journal for Mathematics Education in Science and Technology, 14(3), 293-305.
  • Vinner, S.,& Dreyfus, T. (1989). Images and definitions of the concept of function: Journal for Research in Mathematics Education, 20(4), 356-366.

Yıl 2021, Cilt: 8 Sayı: 4, 80 - 90, 03.12.2021

Ramazan Erol Elif Saygı

https://doi.org/10.33200/ijcer.881413

Öz

Kaynakça

  • Akkoç, H. (2005). Fonksiyon kavramının anlaşılması: Çoğul temsiller ve tanımsal özellikler, Eğitim Araştırmaları Dergisi (Eurasian Journal of Educational Research), Yıl 5, Sayı 20.
  • Akkoç, H. (2006). Fonksiyon kavramının çoklu temsillerinin çağrıştırdığı kavram görüntüleri, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30, 1-9.
  • Büyüköztürk, Ş. (2012). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
  • Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı. (16.baskı). Ankara: Pegem Akademi.
  • Carlson, M. P. (1998). A Cross-Cectional Investigation of the Development of the Function Concept. In A. H. Schoenfeld, J. Kaput, & E. Dubinsky (Eds.), Research in Collegiate Mathematics Education III 114-162. Washington, DC: Mathematical Association of America
  • Creswell, J. W. (2013). Araştırma deseni. Ankara: Eğiten Kitap.
  • Clement, L. L. (2001). What do students really know about functions? The National Council of Teachers of Mathematics, 94(9) December 2001.
  • Çimen, C., Akleylek, S. & Akyıldız, E. (2011). Şifrelerin matematiği: Kriptografi. Ankara: ODTÜ Yayıncılık.
  • Dreyfus, T. & Eisenberg, T. (1982). Intuitive Functional Concepts. A Baseline Study on Intuitions. Journal for Research in Mathematics Education,13(5), 360-380.
  • Dubinsky, E., & Wilson, R. T. (2013). High School Students’ Understanding Of The Function Concept. The Journal of Mathematical Behavior.32(1), 83-101.
  • Eisenberg, T. (1991). Function and Associated Learning Difficulties. In D. Tall (Ed.), Advanced Mathematical Thinking (140-152). Kluwer Academic Publishers.
  • Erbaş, A. K., Çetinkaya, B., Güven, B., Karataş, İ., & Çınkır, Z. (Eds.) (2013). Ortaöğretim Matematik 9. Sınıf: 3. Kitap. Ankara: Milli Eğitim Bakanlığı Yayınları.
  • Ferrini-Mundy, J. & Graham, K.G. (1991). An overview of the calculus curriculum reform effort: Issues for learning, teaching, and curriculum development. American Mathematical Monthly, 98(7), 627-635.
  • Fraenkel, J.R. & Wallen, N.E. (2009). How to desing and evaluate research in education. NewYork: McGraw-Hill.
  • Hiebert, J. & Lefevre, P. (1986). Conceptual and procedural knowledge: The case of mathematics (s.1-22). Hillsdale, Lawrance Erlbaum Associates Inc, New Jersey.
  • Hitt, F. (1998). Difficulties in the Articulation of Different Representation Linked to the Concept of Function. Journal of Mathematical Behaviour, 17(1), 123-134.
  • Malik, M A. (1980). Historical and pedagogical aspects of the definition of function. International Journal of Mathematical Education in Science & Technology, 11(4), 489-492.
  • MEB (Milli Eğitim Bakanlığı) (2013). Ortaöğretim matematik dersi (9, 10, 11, 12. Sınıflar) öğretim programı. [Çevirim içi: http://ttkb.meb.gov.tr/program2.aspx], Erişim tarihi: 23 Mart 2015
  • Menezes, A., Oorcschot, P. V., & Vanstone, S. (2001). Handbook of cryptography. Wales, England: CRC Press.
  • NCTM. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: NCTM.
  • NCTM. (2000). Priciples and standarts fo school mathematics. Reston, VA: NCTM.
  • Özmantar, M.F., Bingölbali, E. & Akkoç (2010). Matematiksel kavram yanılgıları ve çözüm önerileri. Ankara: Pegem Akademi.
  • Özyıldırım, G. F. (2015). Effect of problem solving strategies instruction on preservice elementary mathematics teachers’ conceptual /procedural solution preferences and problem solving performance Doctoral Thesis. Hacettepe University, Ankara.
  • Polat, Z. S. & Şahiner, Y.(2007). A study about the elimination of pre-service primary education teachers’ misconceptions about relations and functions concepts. Eğitim ve Bilim Education and Science 2007, 32(146). Sajka, M.(2003). A secondary school student's understanding of the concept of function - A case study: Educational Studies in Mathematics, Vol.53 (3).229-254
  • Saygı, E. & Umay, A. (2010). Kriptoloji yardımıyla fonksiyon kavramının oluşturulması. Matematik Etkinlikleri Sempozyumu, 20 – 22 Ekim 2010. Trabzon: Trabzon.
  • Sierpinska, A. (1992). On understanding the notion of functions. In E. Dubinsky & G. Harel (Eds.), The concept of function: Elements of Pedagogy and Epistemology. Notes and Reports Series of the Mathematical Association of America, Vol. 25, 25-58.
  • Süzer, V. (2011). Dokuzuncu sınıf öğrencilerinin fonksiyon kavramı ile ilgili kavram tanımı ve imajları üzerine bir durum çalışması Master Thesis. Gazi University, Ankara.
  • Şandır, T. Y. (2006). Fonksiyon kavramı hakkında öğretmen adaylarının görüşleri üzerine bir fenomenografik çalışma Master Thesis. Gazi University, Ankara.
  • Tall, D. & Bakar, M. (1991). Students’ mental protypes for functions and graphs: Proceedings of PME 15 Assisi, Italy, 104-111
  • Tall, D. O. & Bakar, M. (1992). Students’ mental prototypes for functions and graphs: International Journal of Math, Education, Science, and Technology 23 (1). 39– 50.
  • Umay, A.(2007). Eski arkadaşımız okul matematiğinin yeni yüzü. Ankara: Aydan Web Tesisleri.
  • Ural, A.(2006). Conceptual Obstacles Concerning the Learning of the Function Ege Education Journal 2006 (7) 2: 75–94.
  • Ural, A.(2007). The effect of cooperative learning on mathematics academic achievement, retention, mathematics self-efficacy and attitudes toward mathematics Doctoral Thesis. Gazi University, Ankara.
  • Vinner, S. (1983). Concept definition, concept image, and the notaion of function: International Journal for Mathematics Education in Science and Technology, 14(3), 293-305.
  • Vinner, S.,& Dreyfus, T. (1989). Images and definitions of the concept of function: Journal for Research in Mathematics Education, 20(4), 356-366.
Toplam 35 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Articles
Yazarlar

Ramazan Erol 0000-0002-2619-9084

Elif Saygı 0000-0001-8811-4747

Yayımlanma Tarihi 3 Aralık 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 8 Sayı: 4

Kaynak Göster

APA Erol, R., & Saygı, E. (2021). The Effect of Using Cryptology on Understanding of Function Concept. International Journal of Contemporary Educational Research, 8(4), 80-90. https://doi.org/10.33200/ijcer.881413
 Kapak Resmi İndir

133171332113318  2351823524 13319 13327 13323  13322


13325

Bu eser Creative Commons Atıf-GayriTicari-Türetilemez 4.0 Uluslararası Lisansı ile lisanslanmıştır.

IJCER (International Journal of Contemporary Educational Research) ISSN: 2148-3868