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Published Issues
Volume 11 Issue 2 (December 2017)


Teaching the Concept of Prime Numbers Regarding to the Theory of Didactical Situations: An Action Research

Burcu Nur BAŞTÜRK ŞAHİN, Gökhan ŞAHİN, Menekşe Seden TAPAN BROUTIN


Abstract

In this study, an implementation is conducted in regard to the Theory of Didactical Situations in order to teach the concept of prime numbers. The research results are analysed in order to enhance the teaching. At first, the stages of implementation are planned. Then, the plan is implemented in one of the researchers’ classroom with his 6th grade students, in Bursa. In this study qualitative research methods are utilised, action research taken as the research design. In this case, one of the researchers was a teacher, and other researchers recorded his classroom implementation of the plan. After the implementation, the video records are transcribed and the data are seperated into categories and sub-categories. The results are analysed in regard to the processes in the Theory of Didactical Situations. In addition, the salient points in the implementation is discussed. In conclusion, the Theory of Didactical Situations which is the core of constructivist theory, were found as an appropriate model for teaching prime numbers. When students’ responds taken into consideration, one can say that this model have positive effects on students learning of prime numbers.

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