Açık öğretim lisesi ve Anadolu lisesi matematik ders kitaplarının denklemler ve eşitsizlikler konusu bağlamında prakseolojik yaklaşımla incelenmesi
Examination of open education high school and anatolian high school mathematics course books within the context of equations and inequalities with a pracseological approach
Yazar: ABDULLAH DEMİRTAŞ
Danışman: PROF. DR. EMEL ÖZDEMİR ERDOĞAN
Anadolu Üniversitesi / Eğitim Bilimleri Enstitüsü / Matematik ve Fen Bilimleri Eğitimi Ana Bilim Dalı / Matematik Eğitimi Bilim Dalı
Derece: Yüksek Lisans, 2021
Konu: Eğitim ve Öğretim = Education and Training
Dizin: Anadolu liseleri = Anatolia high schools ; Açıköğretim lisesi = Open education high school ; Denklemler = Equations ; Ders kitapları = Textbooks ; Eşitsizlik = Inequality ; Matematik dersi = Mathematics lesson ; Matematik eğitimi = Mathematics education ; Matematik öğretimi = Mathematics teaching ; Ortaöğretim okulları = Secondary education schools ; Prakseoloji = Praxeological

Özet:
Milli Eğitim Bakanlığının 2019-2020 eğitim öğretim yılı verilerine göre genel ortaöğretim öğrenci sayısının %63'ü kadar Açık Öğretim Lisesi öğrencisi bulunmaktadır. 12 yıllık zorunlu eğitimin hayata geçirilmesiyle birlikte Açık Öğretim Lisesi önemli bir alternatif haline gelmiştir. Bu sebeple Açık Öğretim Lisesinde verilen eğitim, örgün eğitimde verilen eğitim kadar önem taşımaktadır. Açık Öğretim Lisesinin öğrenme ortamının temel materyali öğrencilere verilen ders kitaplarıdır. Hazırlanan bu ders kitaplarının prakseolojik analiz çerçevesinde incelenerek örgün öğretimde kullanılan ders kitapları ile karşılaştırılması araştırmanın temelini oluşturmaktadır. Denklemler ve eşitsizlikler konusu bağlamında yapılacak derinlemesine analizlerle, ders kitaplarının potansiyelinin ve eksikliklerinin ortaya konulması, elde edilen bulgulara dayalı olarak önerilerde bulunulması amaçlanmıştır. Çalışmada nitel araştırma yöntemlerinden doküman analizi yöntemi kullanılmıştır. Bu kapsamda Açık Öğretim Lisesi Matematik1 ve Anadolu Lisesi Matematik-9 kitaplarının denklemler ve eşitsizlikler konusunda didaktik prakseolojilerinin neler olduğu ve didaktik prakseolojilerini nasıl yapılandırdıkları belirlenmiştir. Belirlenen altı matematiksel organizasyonda yapılan prakseolojik analizler sonucu 156 görev bulunan Açık Öğretim Lisesi kitabında 25 görev tipinde 47 farklı teknik kullanıldığı; 280 görev bulunan Anadolu Lisesi kitabında 39 görev tipinde 75 farklı teknik kullanıldığı tespit edilmiştir. Açık Öğretim Lisesi ders
kitabının görev tipi ve teknik olarak yeterince zengin olmadığı; teknolojik ifadelerinin ise matematiksel ispattan yoksun yetersiz olduğu sonucuna ulaşılmıştır.

Abstract:
According to the data of the Ministry of National Education for the 2019-2020 academic year, there are Open Education High School students up to 63% of the general secondary education students. With the implementation of 12-year compulsory education, the Open Education High School has become an important alternative. For this reason, the education given in Open Education High School is as important as the education given in formal education. The basic material of the learning environment of the Open Education High School is the textbooks given to the students. The basis of the study is to examine these textbooks prepared within the framework of praxeological analysis and compare them with the textbooks used in formal education. It is aimed to reveal the potential and shortcomings of the textbooks, and to make suggestions based on the findings, with in-depth analysis in the context of equations and inequalities. Document analysis method, one of the qualitative research methods, was used in the study. In this context, what are the didactic praxeologies of Open Education High School Math-1 and Anatolian High School Math-9 about equations and inequalities and how they structured their didactic praxeologies were determined. As a result of the praxeological analysis made in six mathematical organizations, the Open Education High School book, which had 156 tasks, used 47 different techniques in 25 task types; It was determined that 75 different techniques were used in 39 task types in the Anatolian High School book with 280 tasks. The Open Education High School textbook is not rich enough in terms of task type and technique; It was concluded that the technological expressions were insufficient,
lacking mathematical proofAccording to the data of the Ministry of National Education for the 2019-2020 academic year, there are Open Education High School students up to 63% of the general secondary education students. With the implementation of 12-year compulsory education, the Open Education High School has become an important alternative. For this reason, the education given in Open Education High School is as important as the education given in formal education. The basic material of the learning environment of the Open
Education High School is the textbooks given to the students. The basis of the study is to examine these textbooks prepared within the framework of praxeological analysis and compare them with the textbooks used in formal education. It is aimed to reveal the potential and shortcomings of the textbooks, and to make suggestions based on the findings, with in-depth analysis in the context of equations and inequalities. Document analysis method, one of the qualitative research methods, was used in the study. In this context, what are the didactic praxeologies of Open Education High School Math-1 and Anatolian High School Math-9 about equations and inequalities and how they structured their didactic praxeologies were determined. As a result of the praxeological analysis made in six mathematical organizations, the Open Education High School book, which had 156 tasks, used 47 different techniques in 25 task types; It was determined that 75 different techniques were used in 39 task types in the Anatolian High School book with 280 tasks. The Open Education High School textbook is not rich enough in terms of task type and technique; It was concluded that the technological expressions were insufficient, lacking mathematical proof.