ÖZET
Bu çal›flman›n amac› ilkokul ö¤retmen adaylar›n›n
matematik problemlerinin zorluk dereceleri ile ilgili alg›lar›n›
ortaya ç›karmakt›r. Bu amaçla Atatürk Ö¤retmen Akademisinde
ö¤renim gören birinci (n=27) ve son s›n›f (n=55) ilkokul
ö¤retmen adaylar› örneklem olarak kullan›lm›flt›r. Ö¤retmen
adaylar›ndan ilkokul dördüncü s›n›f ö¤rencilere göre yaz›lm›fl
6 adet matematik problemini kolaydan zora do¤ru s›ralamalar›
istenmifltir. Daha sonra elde edilen bulgular› karfl›laflt›rabilmek
amac›yla Lefkofla bölgesinden rastgele seçilen üç okuldaki
(n=116) ö¤rencilere ayn› problemler çözdürülmüfltür. Yap›-
lan analizler neticesinde (Tekrarlanm›fl Ölçüm Varyans Analizi
Tekni¤i, Repeated Measures ANOVA), ilkokul ö¤retmen
adaylar›n›n sembolik denklemlerin, sözel problemlerden ve
sözel denklemlerden daha kolay, bafllang›ç bilinmiyor matematiksel
kuruluflundaki problemlerin, sonuç bilinmiyor tipinden
daha zor oldu¤u görüfllerine sahip olduklar›n› ortaya ç›-
karm›flt›r. Bulgular ayn› zamanda bafllang›ç bilinmiyor tipindeki
sözel problemlerin en zor, sonuç bilinmiyor tipindeki
sembolik denklemler ise en kolay problemler olarak alg›land›-
¤›n› göstermifltir. Yap›lan analizler, ‹lkokul ö¤rencilerinden elde
edilen sonuçlar›n ö¤retmen adaylar›n›n görüflleri ile paralellik
gösterdi¤ini ortaya koymufltur.
ABSTRACT
The purpose of this study was to find out the
perceptions of preservice elementary teachers about the difficulty
level of mathematical problems. First year (n = 27) and
fourth year (n = 55) preservice elemantary teachers who enrolled
in Atatürk Teacher Training Academy were the participants
of the study. The participants were asked to individually
rank order 6 mathematics problems from easiest to most difficult
for fourth grade students. Later fourth graders (n = 116),
randomly chosen from three schools of Lefkofla, were asked to
solve the same problems. Data analysis (Repeated Measures
ANOVA) have shown that preservice elemantary teachers perceived
symbolic equations as easier than story problems and
word equations and they percieved start unknown problems as
more difficult than result unknown problems. The most difficult
type was start unknown story problems whereas the result
unknown symbolic equations was the easiest for both students
and preservice elemantary teachers.
ANAHTAR KELİMELER: Problem zorlu¤u, sembolik denklem, sözel problem, sözel denklem
KEYWORDS: Problem difficulty, symbolic equations, story problems, word equations
efdergi@hacettepe.edu.tr http://www.efdergi.hacettepe.edu.tr Hacettepe University, Faculty of Education 06800 Beytepe / Ankara
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