Multiple representations and teaching mathematics: An analysis of the mathematics textbooks
Yazarlar (1)
| Makale Türü | Özgün Makale (Uluslararası alan indekslerindeki dergilerde yayınlanan tam makale) | ||
| Dergi Adı | Cumhuriyet International Journal of Education | ||
| Makale Dili | – | Basım Tarihi | 01-2017 |
| Cilt / Sayı / Sayfa | 6 / 1 / 66–81 | DOI | – |
| Makale Linki | https://dergipark.org.tr/en/download/article-file/314379 | ||
| UAK Araştırma Alanları |
İlköğretim Matematik Eğitimi
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| Özet |
| The economic, political and educational problems encountered in mathematics education have been influential in defining different approaches and learning theories that can be applied in learning environments. One of these theories is the multiple representation theory of learning. Multiple representations mean that a concept is repeatedly represented by different types of representations, such as verbal, graphical, mathematical representations, and that students are exposed to the same concept several times (Prain & Waldrip, 2006, p. 1844).According to Even (1998), the skills that are at the focal point of conceptual learning in mathematics are the ability to identify and express the same concept in different forms of representation, to choose the most appropriate representation from among the various representations, and to be aware of the advantages and disadvantages of the representations. Integrating multiple representations effectively in mathematics teaching provides opportunity to conceptualize, express and observe mathematical concepts in different ways. This allows students to have deeper and more flexible notions about concepts (Hiebert & Carpenter, 1992; Piez & Voxman, 1997). In the case of a transition between multiple representations, it can be said that the mathematics cannot be understood at the conceptual dimension (Ainsworth, 1999, Van der Meij & De Jong, 2006). In this context, teachers are expected to encourage students to use multiple representations in mathematics curricula (NCTM, 2000). |
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