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Sınıf Öğretmeni Adaylarının Öğrencilerin Matematiksel Düşüncelerini Ortaya Çıkarma ve Yorumlama Becerileri

Year 2016, Volume: 15 Issue: 1, 0 - 0, 01.01.2016

İffet Elif Yetkin Özdemir Mesture Kayhan Altay

https://doi.org/10.17051/io.2016.92637

Abstract

ÖZ. Araştırmanın amacı, sınıf öğretmeni adaylarının öğrencilerin matematiksel düşüncelerini ortaya çıkarabilme ve yorumlayabilme becerilerini incelemektir. Çalışmada nitel araştırma yöntemleri kullanılmıştır. Bir ders kapsamında ikili grup olarak çalışan 20 öğretmen adayından bir ilköğretim öğrencisi (1-5. sınıflar) ile kesirler konusunda görüşme yapmaları ve bunu raporlaştırmaları istenmiştir. Öğretmen adaylarının hazırladığı raporlar ve görüşme kayıtları içerik analizi yöntemi ile incelenmiştir. Çalışmada öğretmen adaylarının çoğunluğunun öğrencinin düşüncesini ortaya çıkarabilecek inceleyici ve takibi sorular sormada ve görüşmeyi öğrencinin önceki yanıtlarını göz önünde bulundurarak yönlendirmede yetersiz kaldığı saptanmıştır. Ayrıca öğretmen adaylarının çoğunun öğrencilerin yanıtlarının doğruluğuna odaklandığı, aceleci ve yüzeysel iddialarda bulunarak öğrencinin düşüncesi ile ilgili aşırı genellemeler yaptıkları saptanmıştır.

Anahtar Sözcükler: matematik eğitimi, hizmet öncesi öğretmen eğitimi, pedagojik alan bilgisi, alan ve öğrenci bilgisi, kesirler

References

  • KAYNAKÇA
  • Akkoç, H. ve Yeşildere, S. (2010). Investigating development of pre-service elementary mathematics teachers’ pedagogical content knowledge through a school practicum course. Procedia Social and Behavioral Sciences, 2, 1410–1415.
  • Ball, D.L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407.
  • Ball, D. L. (1997). From the general to the particular: Knowing our own students as learners of mathematics. Mathematics Teacher, 90(9), 732-37.
  • Baş, S. Erbaş, A. K. ve Çetinkaya, B. (2011). Öğretmenlerin dokuzuncu sınıf öğrencilerinin cebirsel düşünme yapılarıyla ilgili bilgileri. Eğitim ve Bilim, 36 (159), 41-55.
  • Carpenter, T. P., Fennema, E., Peterson, P. L., Chiang, C., & Loef, M. (1989). Using knowledge of children’s mathematics thinking in classroom teaching: An experimental study. American Educational Research Journal, 26 (4), 499–531.
  • Chamberlin, M.T. (2005). Teachers’ discussions of students’ thinking: Meeting the challenge of attending to students’ thinking. Journal of Mathematics Teacher Education, 8, 141-170.
  • Crespo, S. (2000). Seeing more than right and wrong answers: Prospective teachers interpretations of students’ mathematical work. Journal of Mathematics Teacher Education, 3, 155-181.
  • Crespo, S. (2003) Learning to pose mathematical problems: Exploring changes in preservice teachers’ practices. Educational Studies in Mathematics, 52(3): 243—270
  • Cobb, P., Wood, T., & Yackel, E. (1990). Classrooms as learning environments for teachers and researchers. In R.B. Davis, C.A. Maher, & N. Noddings (Eds.), Constructivist views on the teaching and learning of mathematics (Monograph 4, pp. 125-146). Reston, VA: National Council of Teacher of Mathematics.
  • Cobb, P., Wood, T., Yackel, E., Nicholls, J., Wheatley, G., Trigatti, B., & Perlwitz, M. (1991). Assessment of a problem-centered second-grade mathematics project. Journal for Research in Mathematics Education, 22(1), 3-29.
  • Empson, S. B., & Junk, D. L. (2004). Teachers' knowledge of children's mathematics after implementing a student-centered curriculum. Journal of Mathematics Teacher Education, 7, 121–144.
  • Fennema, E., Carpenter, T.P., Franke, M.L., Levi. L., Jacobs, V., & Empson, S. (1996). A longitudinal study of learning to use children's thinking in mathematics instruction. Journal for Research in Mathematics Education, 27 (4), 403-434.
  • Franke, M. L., Carpenter, T.P., Levi, L., & Fennema, E. (2001). Capturing teachers' generative change: a follow-up study of professional development in mathematics. American Educational Research Journal, 38(3), 653-689.
  • Franke M.L., & Kazemi E. (2001). Learning to Teach Mathematics: Focus on Student Thinking. Theory into Practice, 40 (2), 102-109.
  • Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers' topic-specific knowledge of students. Journal for Research in Mathematics Education, 39(4), 372-400.
  • Kazemi, E., & Franke, M.L. (2004). Teacher learning in mathematics: Using student work to promote collective inquiry. Journal of Mathematics Teacher Education, 7, 203-235.
  • Kouba, V., Zawojewski, J., & Strutchens, M. (1997). What do students know about numbers and operations? In P. A. Kenney & E. A. Silver (Eds.), Results from the sixth mathematics assessment of the National Assessment of Educational Progress (pp. 87-140). Reston, VA: National Council of Teachers of Mathematics.
  • Lincoln, Y., & Guba, E. (1985). Naturalistic Inquiry. Sage Publications, Newbury Park, CA.
  • National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics. Reston, VA.
  • Moyer, P.S., & Milewicz, E. (2002). Learning to question: categories of questioning used by preservice teachers during diagnostic mathematics interviews, Journal of Mathematics Teacher Education, 5, 293-315.
  • Schifter, D. (1998). Learning mathematics for teaching: From a teachers’ seminar to the classroom. Journal of Mathematics Teacher Education. 1, 55-87.
  • Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
  • Steinberg, R. M., Empson, S. B., & Carpenter, T. P. (2004). Inquiry into childrens’ mathematical thinking as a means to teacher change. Journal of Mathematics Teacher Education, 7, 237-267.
  • Türnüklü, E. B. ve Yeşildere, S. (2007). The pedagogical content knowledge in mathematics: Pre-service primary mathematics teachers' perspectives in Turkey. Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal, Vol.1, October, 1-13.
  • Yıldırım, A. ve Şimşek, H. (2000). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. (2. baskı) Ankara: Seçkin Yayınevi.
  • Wallach, T., & Even, R. (2005). Hearing students: The complexity of understanding what they are saying, showing, and doing. Journal of Mathematics Teacher Education, 8, 393–417.

Year 2016, Volume: 15 Issue: 1, 0 - 0, 01.01.2016

İffet Elif Yetkin Özdemir Mesture Kayhan Altay

https://doi.org/10.17051/io.2016.92637

Abstract

References

  • KAYNAKÇA
  • Akkoç, H. ve Yeşildere, S. (2010). Investigating development of pre-service elementary mathematics teachers’ pedagogical content knowledge through a school practicum course. Procedia Social and Behavioral Sciences, 2, 1410–1415.
  • Ball, D.L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407.
  • Ball, D. L. (1997). From the general to the particular: Knowing our own students as learners of mathematics. Mathematics Teacher, 90(9), 732-37.
  • Baş, S. Erbaş, A. K. ve Çetinkaya, B. (2011). Öğretmenlerin dokuzuncu sınıf öğrencilerinin cebirsel düşünme yapılarıyla ilgili bilgileri. Eğitim ve Bilim, 36 (159), 41-55.
  • Carpenter, T. P., Fennema, E., Peterson, P. L., Chiang, C., & Loef, M. (1989). Using knowledge of children’s mathematics thinking in classroom teaching: An experimental study. American Educational Research Journal, 26 (4), 499–531.
  • Chamberlin, M.T. (2005). Teachers’ discussions of students’ thinking: Meeting the challenge of attending to students’ thinking. Journal of Mathematics Teacher Education, 8, 141-170.
  • Crespo, S. (2000). Seeing more than right and wrong answers: Prospective teachers interpretations of students’ mathematical work. Journal of Mathematics Teacher Education, 3, 155-181.
  • Crespo, S. (2003) Learning to pose mathematical problems: Exploring changes in preservice teachers’ practices. Educational Studies in Mathematics, 52(3): 243—270
  • Cobb, P., Wood, T., & Yackel, E. (1990). Classrooms as learning environments for teachers and researchers. In R.B. Davis, C.A. Maher, & N. Noddings (Eds.), Constructivist views on the teaching and learning of mathematics (Monograph 4, pp. 125-146). Reston, VA: National Council of Teacher of Mathematics.
  • Cobb, P., Wood, T., Yackel, E., Nicholls, J., Wheatley, G., Trigatti, B., & Perlwitz, M. (1991). Assessment of a problem-centered second-grade mathematics project. Journal for Research in Mathematics Education, 22(1), 3-29.
  • Empson, S. B., & Junk, D. L. (2004). Teachers' knowledge of children's mathematics after implementing a student-centered curriculum. Journal of Mathematics Teacher Education, 7, 121–144.
  • Fennema, E., Carpenter, T.P., Franke, M.L., Levi. L., Jacobs, V., & Empson, S. (1996). A longitudinal study of learning to use children's thinking in mathematics instruction. Journal for Research in Mathematics Education, 27 (4), 403-434.
  • Franke, M. L., Carpenter, T.P., Levi, L., & Fennema, E. (2001). Capturing teachers' generative change: a follow-up study of professional development in mathematics. American Educational Research Journal, 38(3), 653-689.
  • Franke M.L., & Kazemi E. (2001). Learning to Teach Mathematics: Focus on Student Thinking. Theory into Practice, 40 (2), 102-109.
  • Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers' topic-specific knowledge of students. Journal for Research in Mathematics Education, 39(4), 372-400.
  • Kazemi, E., & Franke, M.L. (2004). Teacher learning in mathematics: Using student work to promote collective inquiry. Journal of Mathematics Teacher Education, 7, 203-235.
  • Kouba, V., Zawojewski, J., & Strutchens, M. (1997). What do students know about numbers and operations? In P. A. Kenney & E. A. Silver (Eds.), Results from the sixth mathematics assessment of the National Assessment of Educational Progress (pp. 87-140). Reston, VA: National Council of Teachers of Mathematics.
  • Lincoln, Y., & Guba, E. (1985). Naturalistic Inquiry. Sage Publications, Newbury Park, CA.
  • National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics. Reston, VA.
  • Moyer, P.S., & Milewicz, E. (2002). Learning to question: categories of questioning used by preservice teachers during diagnostic mathematics interviews, Journal of Mathematics Teacher Education, 5, 293-315.
  • Schifter, D. (1998). Learning mathematics for teaching: From a teachers’ seminar to the classroom. Journal of Mathematics Teacher Education. 1, 55-87.
  • Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
  • Steinberg, R. M., Empson, S. B., & Carpenter, T. P. (2004). Inquiry into childrens’ mathematical thinking as a means to teacher change. Journal of Mathematics Teacher Education, 7, 237-267.
  • Türnüklü, E. B. ve Yeşildere, S. (2007). The pedagogical content knowledge in mathematics: Pre-service primary mathematics teachers' perspectives in Turkey. Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal, Vol.1, October, 1-13.
  • Yıldırım, A. ve Şimşek, H. (2000). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. (2. baskı) Ankara: Seçkin Yayınevi.
  • Wallach, T., & Even, R. (2005). Hearing students: The complexity of understanding what they are saying, showing, and doing. Journal of Mathematics Teacher Education, 8, 393–417.
There are 27 citations in total.

Details

Journal Section Articles
Authors

İffet Elif Yetkin Özdemir

Mesture Kayhan Altay

Publication Date January 1, 2016
Published in Issue Year 2016 Volume: 15 Issue: 1

Cite

APA Yetkin Özdemir, İ. E., & Kayhan Altay, M. (2016). Sınıf Öğretmeni Adaylarının Öğrencilerin Matematiksel Düşüncelerini Ortaya Çıkarma ve Yorumlama Becerileri. İlköğretim Online, 15(1). https://doi.org/10.17051/io.2016.92637
AMA Yetkin Özdemir İE, Kayhan Altay M. Sınıf Öğretmeni Adaylarının Öğrencilerin Matematiksel Düşüncelerini Ortaya Çıkarma ve Yorumlama Becerileri. EEO. January 2016;15(1). doi:10.17051/io.2016.92637
Chicago Yetkin Özdemir, İffet Elif, and Mesture Kayhan Altay. “Sınıf Öğretmeni Adaylarının Öğrencilerin Matematiksel Düşüncelerini Ortaya Çıkarma Ve Yorumlama Becerileri”. İlköğretim Online 15, no. 1 (January 2016). https://doi.org/10.17051/io.2016.92637.
EndNote Yetkin Özdemir İE, Kayhan Altay M (January 1, 2016) Sınıf Öğretmeni Adaylarının Öğrencilerin Matematiksel Düşüncelerini Ortaya Çıkarma ve Yorumlama Becerileri. İlköğretim Online 15 1
IEEE İ. E. Yetkin Özdemir and M. Kayhan Altay, “Sınıf Öğretmeni Adaylarının Öğrencilerin Matematiksel Düşüncelerini Ortaya Çıkarma ve Yorumlama Becerileri”, EEO, vol. 15, no. 1, 2016, doi: 10.17051/io.2016.92637.
ISNAD Yetkin Özdemir, İffet Elif - Kayhan Altay, Mesture. “Sınıf Öğretmeni Adaylarının Öğrencilerin Matematiksel Düşüncelerini Ortaya Çıkarma Ve Yorumlama Becerileri”. İlköğretim Online 15/1 (January 2016). https://doi.org/10.17051/io.2016.92637.
JAMA Yetkin Özdemir İE, Kayhan Altay M. Sınıf Öğretmeni Adaylarının Öğrencilerin Matematiksel Düşüncelerini Ortaya Çıkarma ve Yorumlama Becerileri. EEO. 2016;15. doi:10.17051/io.2016.92637.
MLA Yetkin Özdemir, İffet Elif and Mesture Kayhan Altay. “Sınıf Öğretmeni Adaylarının Öğrencilerin Matematiksel Düşüncelerini Ortaya Çıkarma Ve Yorumlama Becerileri”. İlköğretim Online, vol. 15, no. 1, 2016, doi:10.17051/io.2016.92637.
Vancouver Yetkin Özdemir İE, Kayhan Altay M. Sınıf Öğretmeni Adaylarının Öğrencilerin Matematiksel Düşüncelerini Ortaya Çıkarma ve Yorumlama Becerileri. EEO. 2016;15(1).