MATHEMATICS TEACHERS’ PERCEPTIONS ABOUT THE CONCEPT OF DERIVATIVE

Bünyamin Aydın, Güneş Erdoğan Şişkin

  • Bünyamin Aydın: NECMETTİN ERBAKAN ÜNİVERSİTESİ
  • Year : 2024
  • Vol : 2
  • Issue : 2
  •  Page : 196-216
This research aims to reveal the concept images that high school mathematics teachers have about derivative at a point and derivative function. For this reason, the study is a special case study where qualitative data will be used and in such studies, an event or situation is focused on individuals and groups and investigated in depth. In the research, a study was conducted with 30 teachers working in the Ministry of National Education in order to understand the concept images of high school mathematics teachers about derivative and derivative function. It was taken into account that 15 of them had been working for 1 to 5 years and the other 15 had been working for more than 5 years. Teachers participated in the study voluntarily and data were collected through observation, application form and clinical interviews. In the clinical interviews, interview questions were used to reveal the concept images of teachers. Data were obtained based on the concept image and concept definition structure developed by Tall and Vinner (1981). In the study, teachers' concept definitions related to the concept of derivative, concept images related to the concept of derivative and concept images about the derivative function were examined. According to the analysis results, it was determined that most teachers' knowledge about derivative was limited and they usually answered with memorized formulas or clichéd expressions. This result shows that these teachers do not have sufficient knowledge about the concept of derivative and the derivative function. In addition, according to the research results, it was seen that teachers generally had difficulty in providing information about derivative and tried to explain derivative at some point.
Cite this Article As : Aydın, B., & Erdoğan Şişkin, G. (2024). Matematik öğretmenlerinin türev kavramına ilişkin algıları. Edutech Research, 2(2), 196-216.

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Conflict of interest : The authors declare that they have no conflict of interest.
This article is published under the CC BY-NC 4.0 license.
Edutech Research
2024, Vol. 2 (2)
E-ISSN: 3023-6665
Received : , Accepted : , Published Online :

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