The effect of the animation-supported teaching process on mathematical connection skills: The example of the concept of derivatives

When we look at the 2018 mathematics curriculum published by the Ministry of National Education; we see that it aims to raise individuals who have developed a level of mathematical literacy, who understand mathematical concepts and who can use these concepts in daily life, and who can develop their metacognitive knowledge and skills. One of the important skills that should be gained to individuals in order to achieve these goals is the skills to connection. Connection, which exists at the basis of mathematics and plays a very critical role in its development, is one of the basic skills that should be gained to individuals in the teaching process. In addition, the number of studies that determine at what level students at different grade levels have mathematical connection skills, how this skill is handled by teachers in practice and what kind of work is carried out is quite insufficient. As a result, it is necessary to plan alternative methods that interpret mathematical concepts by integrating them with the skills to connection the teaching processes. At this point, it is thought that animation-supported education may be useful. Animation-supported teaching; It has been seen that it contributes to the scientific process skills of the students, helps to understand and embody the concepts, increases the interest in the course and increases academic success. The aim of this study is to investigate the effect of animation-supported teaching on mathematical connection skills in the context of derivatives. Research; considering the quality of the data, the data collection process and the analysis of the data, it is designed with a mixed research approach in which qualitative and quantitative research approaches are used together. In this research, the qualitative part of the experimental group where the change in the mathematical connection skills of the experimental group candidates after the teaching process is investigated was shaped by case study from qualitative research designs. The quantitative part of the research was carried out by using the semi-experimental design with pre-test-posttest experiment-control group from the quantitative research designs. Derivative issue; while the experimental group was explained with animations prepared in the context of mathematical connection, the control group was explained with the teaching method based on the traditional teaching process. It was revealed whether there was a significant difference between the two groups. When the findings of the research are examined; It was determined that the experimental and control group candidates had low success before the process, and after the process, the control group candidates had medium level and the experimental group candidates had high level success. When the pretest-posttest responses of the experimental group candidates were examined in detail, it was seen that there was an increase in the conceptual learning of the candidates and the variety of examples given from real life and different disciplines related to the concept increased. As a result of the study, it was stated that integrating animation-supported teaching into the courses had a positive effect on the mathematical connection skills of individuals and the necessity of preparing a technology-enriched program in education and training was emphasized.