出版社：The International Institute for Science, Technology and Education (IISTE)
摘要：It is known that difficulties are often experienced in conceptual learning of mathematics, which is an abstract lesson. For this reason, it is difficult for students to conceptually learn inequalities, one of the difficult subjects of mathematics. The aim of this study is to investigate the effect of dialogic teaching to overcome the general mistakes and difficulties of 9th grade students in deepening the conceptual teaching of inequalities. This study was designed as an action research. The answers and solutions given to 7 open-ended questions prepared to determine students’ misconceptions and mistakes were scored between 0 and 2 points. When a detailed analysis of solutions written by the students was done, it was determined that the students had difficulty in establishing the concept of numbers, that they ignored the real numbers in a defined range and only focused on integers, that they ignored zero when finding the square of the inequality in a defined range, and that they had difficulty in understanding the principle of reversing when the inequality was multiplied by a negative number and also had difficulty in the solution of inequalities when two inequalities were combined into a single inequality. According to the results of the research, dialogic teaching played a supporting role for the students to reach the conceptual learning of inequalities. It was also seen that high school students were able to reconstruct the concept of inequality conceptually in the learning process.
其他摘要：It is known that difficulties are often experienced in conceptual learning of mathematics, which is an abstract lesson. For this reason, it is difficult for students to conceptually learn inequalities, one of the difficult subjects of mathematics. The aim of this study is to investigate the effect of dialogic teaching to overcome the general mistakes and difficulties of 9th grade students in deepening the conceptual teaching of inequalities. This study was designed as an action research. The answers and solutions given to 7 open-ended questions prepared to determine students’ misconceptions and mistakes were scored between 0 and 2 points. When a detailed analysis of solutions written by the students was done, it was determined that the students had difficulty in establishing the concept of numbers, that they ignored the real numbers in a defined range and only focused on integers, that they ignored zero when finding the square of the inequality in a defined range, and that they had difficulty in understanding the principle of reversing when the inequality was multiplied by a negative number and also had difficulty in the solution of inequalities when two inequalities were combined into a single inequality. According to the results of the research, dialogic teaching played a supporting role for the students to reach the conceptual learning of inequalities. It was also seen that high school students were able to reconstruct the concept of inequality conceptually in the learning process. Keywords: dialogic teaching, inequalities, conceptual teaching, reconstructing
