ERDOĞAN, Abdulkadir Anadolu Üniversitesi - Eðitim Fakültesi - ilköðretim Bölümü, ilköðretim Matematik Öðretmenliði Anabilim Dali, Turkey , GÖK, Mustafa Yüzüncü Yýl Üniversitesi - Eðitim Fakültesi - ilköðretim Bölümü, ilköðretim Matematik Öðretmenliði Anabilim Dali, Turkey , BOZKIR, Mehmet Matematik Öğretmeni - Afyon Ali Çağlar Anadolu Lisesi, Turkey

Teaching Proportion Concept within an Adidactical Milieu

19237

Theory of Didactical Situations (TDS), developed by Brousseau (1997), can be defined as a model that allows students to construct their own knowledge by engaging in a problem situation, specifically designed by the teacher for the emergence of a targeted knowledge. The key concept of the model is called adidactical milieu, which means an environment that minimizes the teacher’s interventions in terms of knowledge. The aim of this study was to design an adidactical milieu based on the TDS in order to introduce proportion concept at 6th grade (12-13 years old). Qualitative research design was used and 32 sixth grade students from a middle school in Afyonkarahisar participated in the study. The data were collected via students’ written solutions, observation, video and voice records of the classroom interactions. The analysis showed that an adidactical milieu could be created and an authentic introduction for proportion concept could be realised.

535

Theory of didactical situations , Proportion , 6th grade , Adidactical milieu

Gazi University Journal Of Gazi Educational Faculty

562