Sınıf öğretmenlerinin çoklu temsillere yönelik görüşleri ve çoklu temsil kullanımları

Abstract

Multiple representations are generally known as representations of the same information in more than one way (verbal and mathematical). The ability to use multiple representations in teaching and learning mathematics can help students solve math problem. The aim of this study is to reveal how multiple representations are perceived by classroom teachers according to teacher views. 22 classroom teachers working in the province of Elazig participated in the study, which was designed according to the qualitative research method. A semi-structured interview form was prepared in line with the literature review and expert opinions. Content analysis technique was used in the analysis and interpretation of the data collected from the participants using the semi-structured interview form. It has been determined that the teachers participating in the research frequently use different types of representation in general. It has been observed that the multiple representations used differ according to the courses. It was concluded that the teachers tried to make the lessons understandable and enjoyable by using different materials, pictures, shapes, graphics and audio materials, especially in explaining abstract concepts. It has been observed that teachers use many types of multiple representation in their lessons and frequently use technological tools. Teachers stated that the use of multiple representations is beneficial. It has been determined that the teachers mostly use multiple representations in mathematics lessons, but they have the opinion that multiple representations are not included enough in the textbooks. In addition, it was concluded that teachers use multiple representations because they embody abstract concepts, make the lesson enjoyable, include different learning methods, save time, make sense of the subjects according to the students' understanding levels, and simplify and simplify the subject