Araştırma Makalesi
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An Investigation of Primary Mathematics Curricula in Terms of Exercises: A Historical Analysis

Yıl 2017, Cilt: 7 Sayı: 2, 295 - 317, 03.10.2017
https://doi.org/10.17984/adyuebd.339694

Öz
















This study
aims to make a comparative analysis of the curricula documents put into
practice during the Turkish Republican period in terms of exercises as part of
instructional arrangements. The data set for the study was the main official
curricula documents published during the Republican period. The study employed
document analysis method and the documents were examined with content analysis
technique. The analysis of the data yields three main categories with regard
to exercises: objectives, features and teaching arrangements. The comparative
analysis pointed out that there was an increasing emphasis on and importance
attached to the exercises until 1990’s. However, after then, there appeared a
gradual and steady decrease in the emphasis placed on exercises. These
findings were considered in the light of three main movements, whose effects
were all too apparent in mathematics education: behaviourist learning,
meaningful arithmetic and constructivism. We argue that these movements
contributed to the interpretation of the relative importance of exercises for
teaching mathematics and this, in turn, affected the curricular arrangements
through the years. The paper concludes that exercises and relevant arrangements
are a greatly neglected area of the curricula developed especially after 2000
and that the future program development efforts should pay attention to
eliminate this deficiency with the incorporation of carefully designed and
planned practice work.

Kaynakça

  • Barnett, D. W., Daly, E. J. III, Jones, K. M., & Lentz, F. E. Jr. (2004). Response to intervention: Empirically-based special service decisions from single-case designs of increasing and decreasing intensity. The Journal of Special Education, 38(2), 66-79.
  • Baroody, A. J. (2003). The development of adaptive expertise and flexibility: The integration of conceptual and procedural knowl- edge. In A. J. Baroody & A. Dowker (Eds.), The development of arithmetic concepts and skills: Constructing adaptive expertise (pp. 1-33). London: Erlbaum.
  • Binder, C. (1996). Behavioral fluency: Evolution of a new paradigm. Behavior Analyst, 19, 163-197.
  • Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40.
  • Burns, M. K., VanDerHeyden, A. M., & Jiban, C. (2006). Assessing the instructional level for mathematics: A comparison of methods. School Psychology Review, 35, 401-418.
  • Calhoon, M. B., Emerson, R. W., Flores, M., & Houchins, D. E. (2007). Computational fluency performance profile of high school students with mathematics disabilities. Remedial and Special Education, 28, 292-303.
  • Canobi, K. H. (2009). Concept-procedure interactions in children’s addition and subtraction. Journal of Experimental Child Psychology, 102, 131-149.
  • Clarke, B. & Shinn, M. (2004). A preliminary investigation into the identification and development of early mathematics curriculum-based measurement. School Psychology Review, 33, 234-248.
  • Cohen, J. D., Servan-Schreiber, D., & McCelland, J. C. (1992). A parallel distributed processing approach to automaticity. American Journal of Psychology, 2, 239-269.
  • Corbin, J. & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13, 3-21.
  • Daly, E. J., Martens, B. K., Barnett, D., Witt, J. C., & Olson, S.C. (2007). Varying intervention delivery in response to intervention: Confronting and resolving challenges with measurement instruction and intensity. School Psychology Review, 36, 562-581.
  • Demirel, O. (1999). Kuramdan uygulamaya eğitimde program geliştirme. Ankara: PegemAkademi.
  • Ergün, M., Özmantar, M. F., Bay, E., & Agaç, G. (2015). Cumhuriyetin ilanından günümüze eğitimde, program geliştirme de ve matematik programlarında yaşanan değişim ve gelişimler. M. F. Özmantar, A. Öztürk & E, Bay (Eds.), Reform ve değişim bağlamında ilkokul matematik öğretim programları (p. 407-424). Ankara: PegemAkademi.
  • Gersten, R. & Chard, D. (1999). Number sense: Rethinking arithmetic instruction for students with mathematical disabilities. Journal of Special Education, 33, 18-28.
  • Gersten, R., Jordan, N. C., & Flojo, J. R. (2005). Early identification and interventions with mathematics difficulties. Journal of Learning Disabilities, 38, 293-304.
  • Goldman, S. R. & Pellegrino, J. W. (1987). Information processing an educational microcomputer technology: Where do we go from here? Journal of Learning Disabilities, 20, 144-154.
  • Gözütok, F. D. (2003). Türkiye’de program geliştirme çalışmaları. Milli Eğitim Dergisi, 160.
  • Hiebert, J. & Grouws, D. A. (2007). The effects of classroom mathematics teaching on students’ learning. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 371–404). Charlotte, NC: Information Age Publishers.
  • Hogan, D., Chan, M., Rahim, R., Kwek, D., Maung Aye, K., Loo, S. C., & Luo, W. (2013). Assessment and the logic of instructional practice in secondary 3 English and mathematics classrooms in Singapore. Review of Education, 1(1), 57-106.
  • Karakaya, S. (2004). Eğitimde program geliştirme çalışmaları ve yeni yönelimler. Ankara: Asil Basım Dağıtım.
  • Kennisnet. (2008). Vier in Balans Monitor 2008 [Four in Balance Monitor 2008]. Zoetermeer: Kennisnet.
  • Kennisnet. (2009). Vier in Balans Monitor 2009 [Four in Balance Monitor 2009]. Zoetermeer: Kennisnet.
  • Kilpatrick, J., Swafford, J. O., & Findell, B. (2001). Adding it up: helping children learn mathematics. Washington, DC: National Academy Press.
  • Kuiper, E. & de Pater-Sneep, M. (2014). Student perceptions of drill-and-practice mathematics software in primary education. Mathematics Education Research Journal, 26(2), 215-236.
  • Lambdin, D.V. & Walcott, C. (2007). Changes through the years: Connections between psychological learning theories and the school mathematics curriculum. In W. G. Martin & M.E. Strutchens (Eds). The Learning of Mathematics: 69th NCTM Yearbook (pp 3-26). Reston, VA: National Council of Teachers of Mathematics.
  • Lehtinen, E., Hannula-Sormunen, M., McMullen, J., & Gruber, H. (2017). Cultivating mathematical skills: from drill-and-practice to deliberate practice. ZDM, 1-12.
  • Milli Eğitim Bakanlığı (MEB) (1948). İlkokul programı. Istanbul: Milli Eğitim Basımevi.
  • Milli Eğitim Bakanlığı (MEB) (2017) Matematik dersi öğretim programı (ilkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar). Ankara: MEB.
  • Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı (MEB-TTKB) (1990). İlköğretim matematik dersi programı. Ankara: MEB.
  • Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı (MEB-TTKB) (1998). İlköğretim okulu matematik dersi öğretim programı. Ankara: MEB.
  • Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı (MEB-TTKB) (2005). İlköğretim matematik program. Ankara: MEB.
  • Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı (MEB-TTKB) (2015). İlköğretim matematik dersi (1, 2, 3 ve 4.Sınıflar) öğretim programı. Ankara: MEB.
  • Milli Eğitim Gençlik ve Spor Bakanlığı (MEGSB) (1968). İlkokul matematik programı. Ankara: MEB.
  • Milli Eğitim Gençlik ve Spor Bakanlığı (MEGSB) (1983). İlkokul matematik programı. Ankara: MEB.
  • Mishra, L. (2008). Teaching of mathematics. APH Publishing.
  • National Council for Curriculum and Assessment (NCCA). (1999). Mathematics: Primary school curriculum (Dublin: Stationery Office). http://www.ncca.ie/uploadedfiles/Curriculum/Maths_Gline.pdf
  • National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. Washington, DC: U.S. Department of Education.
  • Patton, J. R., Cronin, M. E., Bassett, D. S., & Koppel, A. E. (1997). A life skills approach to mathematics instruction: Preparing students with learning disabilities for the real-life math demands of adulthood. Journal of Learning Disabilities, 30, 178.
  • Patton, Q. M. (2014). Nitel araştırma ve değerlendirme yöntemleri (Çev Edt: Bütün, M. ve Demir, S. B). Ankara: PegemAkademi.
  • Powell, S. R., Fuchs, L. S., Fuchs, D., Cirino, P. T., & Fletcher, J. M. (2009). Effects of fact retrieval tutoring on third-grade students with math difficulties with and without reading difficulties. Learning Disabilities Research & Practice, 24, 1-11.
  • Ramos-Christian, V., Schleser, R., & Varn, M. E. (2008). Math fluency: accuracy versus speed in preoperational and concrete operational first and second grade children. Early Childhood Education Journal, 35(6), 543-549.
  • Rittle-Johnson, B., Schneider, M., & Star, J. (2015). Not a one-way street: Bi-directional relations between procedural and conceptual knowledge of mathematics. Educational Psychology Review, 27, 587-597.
  • Rivera, D. M. & Bryant, B. R. (1992). Mathematics instruction for students with special needs. Intervention in School & Clinic, 28, 71-86.
  • Sidhu, K. S. (2006). The teaching of mathematics. New Delhi: Sterling Publishers private ltd.
  • Star, J. R. (2005). Reconceptualizing procedural knowledge. Journal for Research in Mathematics Education, 36, 404-411.
  • Strauss, A. & Corbin, J. (1990). Basic of qualitative research: Grounded theory procedures and techniques. Newbury Park and London: Sage.
  • Tucker, B. F., Singleton, A. H., & Weaver, T. L. (2002). Teaching mathematics to all children. Upper Saddle River, NJ: Pearson Education.
  • Türkiye Cumhuriyeti Kültür Bakanlığı (TCKB) (1936). İlkokul programı. İstanbul: Devlet Basımevi.
  • Türkiye Cumhuriyeti Maarif Vekaleti (TCMV). (1930). İlk mektep müfredat programı. İstanbul: Devlet Matbaası.
  • Valverde, G. A., Bianchi, L. J., & Wolfe, R. G. (2002). According to the book: Using TIMSS to investigate the translation of policy into practice through the world of textbooks. Springer Science & Business Media.
  • Van de Walle, J., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics: teaching developmentally (7th ed.). Boston: Allyn & Bacon.
  • Wheatley, G. H. (1991). Constructivist perspectives of science and mathematics learning. Science Education, 75, 9-21.

İlkokul Matematik Dersi Öğretim Programlarının Alıştırmalar Bağlamında İncelenmesi: Tarihsel Bir Analiz

Yıl 2017, Cilt: 7 Sayı: 2, 295 - 317, 03.10.2017
https://doi.org/10.17984/adyuebd.339694

Öz

Bu çalışmada, Türkiye’de 1926’dan günümüze
Cumhuriyet dönemi ilkokul matematik dersi öğretim programlarında alıştırmalar
için yapılan düzenlemelerin karşılaştırmalı olarak incelenmesi amaçlanmıştır.
Cumhuriyet tarihi boyunca uygulamaya konulan öğretim programlarının yazılı
metinleri araştırmanın veri setini oluşturmuştur. Nitel bir araştırma olan
çalışmada doküman analizi yöntemi kullanılmış olup programlara ilişkin yazılı
veriler içerik analizi yapılarak çözümlenmiştir. Analiz sonucunda, programlarda
alıştırmaların kullanım amaçları, özellikleri ve uygulama sürecine yönelik
düzenlemeler belirlenmiştir. Ayrıca, Cumhuriyetin ilanından itibaren 1990’lı
yıllara gelinceye kadar programların önem verdiği alıştırmalar konusu özellikle
1990’lı yılların sonlarından itibaren önemini kaybetmeye başlamıştır. Öğretim
programlarının alıştırmalar konusundaki düzenlemelerine ilişkin bulgular
davranışçı öğrenme, anlamlı aritmetik ve yapılandırmacılık akımları ışığında
tartışılmıştır. Matematik eğitimi alanında önemli etkileri olan bu akımların
öğretim programlarında alıştırmalarla ilgili düzenlemelerde yaşanan
değişimlerin anlaşılmasında katkıları olduğu belirlenmiştir. Ayrıca ülkemizde
2000’li yıllardan sonra programlar tarafından ihmal edilmeye başlanan
alıştırmaların detaylı düzenlemelerle gelecek program çalışmalarında ele
alınması gereği üzerinde durulmuştur.

Kaynakça

  • Barnett, D. W., Daly, E. J. III, Jones, K. M., & Lentz, F. E. Jr. (2004). Response to intervention: Empirically-based special service decisions from single-case designs of increasing and decreasing intensity. The Journal of Special Education, 38(2), 66-79.
  • Baroody, A. J. (2003). The development of adaptive expertise and flexibility: The integration of conceptual and procedural knowl- edge. In A. J. Baroody & A. Dowker (Eds.), The development of arithmetic concepts and skills: Constructing adaptive expertise (pp. 1-33). London: Erlbaum.
  • Binder, C. (1996). Behavioral fluency: Evolution of a new paradigm. Behavior Analyst, 19, 163-197.
  • Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40.
  • Burns, M. K., VanDerHeyden, A. M., & Jiban, C. (2006). Assessing the instructional level for mathematics: A comparison of methods. School Psychology Review, 35, 401-418.
  • Calhoon, M. B., Emerson, R. W., Flores, M., & Houchins, D. E. (2007). Computational fluency performance profile of high school students with mathematics disabilities. Remedial and Special Education, 28, 292-303.
  • Canobi, K. H. (2009). Concept-procedure interactions in children’s addition and subtraction. Journal of Experimental Child Psychology, 102, 131-149.
  • Clarke, B. & Shinn, M. (2004). A preliminary investigation into the identification and development of early mathematics curriculum-based measurement. School Psychology Review, 33, 234-248.
  • Cohen, J. D., Servan-Schreiber, D., & McCelland, J. C. (1992). A parallel distributed processing approach to automaticity. American Journal of Psychology, 2, 239-269.
  • Corbin, J. & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13, 3-21.
  • Daly, E. J., Martens, B. K., Barnett, D., Witt, J. C., & Olson, S.C. (2007). Varying intervention delivery in response to intervention: Confronting and resolving challenges with measurement instruction and intensity. School Psychology Review, 36, 562-581.
  • Demirel, O. (1999). Kuramdan uygulamaya eğitimde program geliştirme. Ankara: PegemAkademi.
  • Ergün, M., Özmantar, M. F., Bay, E., & Agaç, G. (2015). Cumhuriyetin ilanından günümüze eğitimde, program geliştirme de ve matematik programlarında yaşanan değişim ve gelişimler. M. F. Özmantar, A. Öztürk & E, Bay (Eds.), Reform ve değişim bağlamında ilkokul matematik öğretim programları (p. 407-424). Ankara: PegemAkademi.
  • Gersten, R. & Chard, D. (1999). Number sense: Rethinking arithmetic instruction for students with mathematical disabilities. Journal of Special Education, 33, 18-28.
  • Gersten, R., Jordan, N. C., & Flojo, J. R. (2005). Early identification and interventions with mathematics difficulties. Journal of Learning Disabilities, 38, 293-304.
  • Goldman, S. R. & Pellegrino, J. W. (1987). Information processing an educational microcomputer technology: Where do we go from here? Journal of Learning Disabilities, 20, 144-154.
  • Gözütok, F. D. (2003). Türkiye’de program geliştirme çalışmaları. Milli Eğitim Dergisi, 160.
  • Hiebert, J. & Grouws, D. A. (2007). The effects of classroom mathematics teaching on students’ learning. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 371–404). Charlotte, NC: Information Age Publishers.
  • Hogan, D., Chan, M., Rahim, R., Kwek, D., Maung Aye, K., Loo, S. C., & Luo, W. (2013). Assessment and the logic of instructional practice in secondary 3 English and mathematics classrooms in Singapore. Review of Education, 1(1), 57-106.
  • Karakaya, S. (2004). Eğitimde program geliştirme çalışmaları ve yeni yönelimler. Ankara: Asil Basım Dağıtım.
  • Kennisnet. (2008). Vier in Balans Monitor 2008 [Four in Balance Monitor 2008]. Zoetermeer: Kennisnet.
  • Kennisnet. (2009). Vier in Balans Monitor 2009 [Four in Balance Monitor 2009]. Zoetermeer: Kennisnet.
  • Kilpatrick, J., Swafford, J. O., & Findell, B. (2001). Adding it up: helping children learn mathematics. Washington, DC: National Academy Press.
  • Kuiper, E. & de Pater-Sneep, M. (2014). Student perceptions of drill-and-practice mathematics software in primary education. Mathematics Education Research Journal, 26(2), 215-236.
  • Lambdin, D.V. & Walcott, C. (2007). Changes through the years: Connections between psychological learning theories and the school mathematics curriculum. In W. G. Martin & M.E. Strutchens (Eds). The Learning of Mathematics: 69th NCTM Yearbook (pp 3-26). Reston, VA: National Council of Teachers of Mathematics.
  • Lehtinen, E., Hannula-Sormunen, M., McMullen, J., & Gruber, H. (2017). Cultivating mathematical skills: from drill-and-practice to deliberate practice. ZDM, 1-12.
  • Milli Eğitim Bakanlığı (MEB) (1948). İlkokul programı. Istanbul: Milli Eğitim Basımevi.
  • Milli Eğitim Bakanlığı (MEB) (2017) Matematik dersi öğretim programı (ilkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar). Ankara: MEB.
  • Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı (MEB-TTKB) (1990). İlköğretim matematik dersi programı. Ankara: MEB.
  • Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı (MEB-TTKB) (1998). İlköğretim okulu matematik dersi öğretim programı. Ankara: MEB.
  • Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı (MEB-TTKB) (2005). İlköğretim matematik program. Ankara: MEB.
  • Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı (MEB-TTKB) (2015). İlköğretim matematik dersi (1, 2, 3 ve 4.Sınıflar) öğretim programı. Ankara: MEB.
  • Milli Eğitim Gençlik ve Spor Bakanlığı (MEGSB) (1968). İlkokul matematik programı. Ankara: MEB.
  • Milli Eğitim Gençlik ve Spor Bakanlığı (MEGSB) (1983). İlkokul matematik programı. Ankara: MEB.
  • Mishra, L. (2008). Teaching of mathematics. APH Publishing.
  • National Council for Curriculum and Assessment (NCCA). (1999). Mathematics: Primary school curriculum (Dublin: Stationery Office). http://www.ncca.ie/uploadedfiles/Curriculum/Maths_Gline.pdf
  • National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. Washington, DC: U.S. Department of Education.
  • Patton, J. R., Cronin, M. E., Bassett, D. S., & Koppel, A. E. (1997). A life skills approach to mathematics instruction: Preparing students with learning disabilities for the real-life math demands of adulthood. Journal of Learning Disabilities, 30, 178.
  • Patton, Q. M. (2014). Nitel araştırma ve değerlendirme yöntemleri (Çev Edt: Bütün, M. ve Demir, S. B). Ankara: PegemAkademi.
  • Powell, S. R., Fuchs, L. S., Fuchs, D., Cirino, P. T., & Fletcher, J. M. (2009). Effects of fact retrieval tutoring on third-grade students with math difficulties with and without reading difficulties. Learning Disabilities Research & Practice, 24, 1-11.
  • Ramos-Christian, V., Schleser, R., & Varn, M. E. (2008). Math fluency: accuracy versus speed in preoperational and concrete operational first and second grade children. Early Childhood Education Journal, 35(6), 543-549.
  • Rittle-Johnson, B., Schneider, M., & Star, J. (2015). Not a one-way street: Bi-directional relations between procedural and conceptual knowledge of mathematics. Educational Psychology Review, 27, 587-597.
  • Rivera, D. M. & Bryant, B. R. (1992). Mathematics instruction for students with special needs. Intervention in School & Clinic, 28, 71-86.
  • Sidhu, K. S. (2006). The teaching of mathematics. New Delhi: Sterling Publishers private ltd.
  • Star, J. R. (2005). Reconceptualizing procedural knowledge. Journal for Research in Mathematics Education, 36, 404-411.
  • Strauss, A. & Corbin, J. (1990). Basic of qualitative research: Grounded theory procedures and techniques. Newbury Park and London: Sage.
  • Tucker, B. F., Singleton, A. H., & Weaver, T. L. (2002). Teaching mathematics to all children. Upper Saddle River, NJ: Pearson Education.
  • Türkiye Cumhuriyeti Kültür Bakanlığı (TCKB) (1936). İlkokul programı. İstanbul: Devlet Basımevi.
  • Türkiye Cumhuriyeti Maarif Vekaleti (TCMV). (1930). İlk mektep müfredat programı. İstanbul: Devlet Matbaası.
  • Valverde, G. A., Bianchi, L. J., & Wolfe, R. G. (2002). According to the book: Using TIMSS to investigate the translation of policy into practice through the world of textbooks. Springer Science & Business Media.
  • Van de Walle, J., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics: teaching developmentally (7th ed.). Boston: Allyn & Bacon.
  • Wheatley, G. H. (1991). Constructivist perspectives of science and mathematics learning. Science Education, 75, 9-21.
Toplam 52 adet kaynakça vardır.

Ayrıntılar

Bölüm Araştırma Makaleleri
Yazarlar

Mehmet Fatih Özmantar

Gülay Agaç

Şükrü İlgün

Yayımlanma Tarihi 3 Ekim 2017
Kabul Tarihi 3 Ekim 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 7 Sayı: 2

Kaynak Göster

APA Özmantar, M. F., Agaç, G., & İlgün, Ş. (2017). An Investigation of Primary Mathematics Curricula in Terms of Exercises: A Historical Analysis. Adıyaman University Journal of Educational Sciences, 7(2), 295-317. https://doi.org/10.17984/adyuebd.339694

                                                                                             

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