Akademik Veri Yönetim Sistemi
4th International Turkish Computers & Mathematics Education Symposium, İzmir, Türkiye, 26 - 28 Eylül 2019, ss.45-48
The primary purpose of this study is to reveal examples of significant mathematical concepts and expressions in students' discourse in a classroom environment where students can freely express their thoughts. Teaching experiment method was used in the process of the implementation of the study. The research group consisted of 19 (11 boys and 8 girls) 6th-grade students selected according to their mathematics and school achievements in the fall semester of the 2018-2019 academic year in a small scale province in terms of population in Eastern Anatolia Region. The different types of 16 line graphs were presented to the students and they were asked to write scenarios related to real life situations that could be represented by these graphs. The implementation process took two steps: writing the scenarios with groups and sharing the written scenarios with the whole class. The sharing process of the scenarios written by the groups was recorded with video in order to ensure validity and reliability. In this study, students’ explanations related to the two graphs were subjected to discourse analysis and their results were shared. In the first example, the student first tried to transfer a mathematical concept to daily life and then tried to support the accuracy of the thought he had put forward with mathematical expressions in the light of preliminary information. In the second example, the student tried to associate the given mathematical concept with the other mathematical knowledge he had and then to relate it to daily life. In summary, the two students’ explanations, which are maybe not noticed in the classroom environment, are in fact a product of different reflections in the students' minds and show that these are very valuable in terms of the education process.