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Ortaokul Matematik Öğretmeni Adaylarının Derslerindeki Argümantasyon Sürecine İlişkin Fark Etme Becerilerinin İncelenmesi

Year 2023, Volume: 11 Issue: 2, 220 - 244, 20.12.2023
https://doi.org/10.52826/mcbuefd.1373777

Abstract

Bu çalışmanın temel amacı ortaokul matematik öğretmeni adaylarının matematik derslerinde argümantasyon sürecini destekleyecek soru ve eylemleri nasıl fark ettiklerini incelemektir. Durum çalışması ile desenlenen bu araştırmanın katılımcıları, araştırmaya gönüllü olarak katılan dört ortaokul matematik öğretmeni adayıdır. Çalışmanın verilerini her bir öğretmen adayının gerçek sınıf ortamında gerçekleştirdiği derslerin video kayıtları ve öğretmen adayları ile derslerine ilişkin yapılan bireysel görüşmelerin video kayıtları oluşturmaktadır. Öğretmen adaylarının ders anlatımları argümantasyon sürecini destekleyici soru ve eylemler açısından, görüşmeler ise ders anlatımlarında argümantasyon sürecine ilişkin fark ettikleri durumlar açısından analiz edilmiştir. Analiz sonuçları öğretmen adaylarının derslerinde oluşturabildikleri argümantasyon süreçleri kadar oluşturma olasılıkları olan argümantasyon süreçlerinin de farkında olduğunu göstermiştir. Fark etme bileşenleri bağlamında öğretmen adayları derslerinde en fazla dikkat etme bileşenine ilişkin görüş belirtmişlerdir. Ulaşılan sonuçlar ayrıca öğretmen adaylarının dikkat ettikleri durumlar kapsamlı olmasına rağmen bu durumları yeterince yorumlayamadıklarını ve karşılık veremediklerini göstermektedir.

Supporting Institution

DOKUZ EYLÜL ÜNİVERSİTESİ BİLİMSEL ARAŞTIRMA PROJELERİ KOORDİNASYON BİRİMİ

Project Number

2021.KB.EGT.002

Thanks

Bu makale Dokuz Eylül Üniversitesi Bilimsel Araştırma Projeleri Koordinasyon Birimi tarafından desteklenen 2021.KB.EGT.002 numaralı projeden oluşturulmuştur.

References

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  • Ayalon, M., & Hershkowitz, R. (2018). Mathematics teachers' attention to potential classroom situations of argumentation. Journal of Mathematical Behavior, 49, 163-173. https://doi.org/10.1016/j.jmathb.2017.11.010
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  • Barnhart, T., & van Es, E. (2015). Studying teacher noticing: Examining the relationship among pre-service science teachers' ability to attend, analyze and respond to student thinking. Teaching and Teacher Education, 45, 83-93. https://doi.org/10.1016/j.tate.2014.09.005
  • Bieda, K. N. (2010). Enacting proof-related tasks in middle school mathematics: Challenges and opportunities. Journal for Research in Mathematics Education, 41(4), 351-382. https://doi.org/10.5951/jresematheduc.41.4.0351
  • Brown, R., Redmond, T., Sheehy, J., & Lang, D. (2015). Mathematical modelling - An example from an inter-school modelling challenge. N. H. Lee & K. E. D. Ng (Ed.), Mathematical modelling: From theory to practice içinde (s. 143–160). Singapore: World Scientific.
  • Cobb, P., Wood, T., Yackel, E., & McNeal, B. (1992). Characteristics of classroom mathematics traditions: An interactional analysis. American Educational Research Journal, 29(3), 573-604. https://doi.org/10.3102/00028312029003
  • Conner, A. (2008). Expanded Toulmin diagrams: A tool for investigating complex activity in classrooms. O. Figueras, J. L. Cortina, S. Alatorre, T. Rojano & A. Sepulveda (Ed.), Proceedings of the Joint Meeting of PME 32 and PME-NA XXX (2. baskı) içinde (s. 361–368). Morelia, Mexico: Cinvestav-UMSNH.
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  • Diamond, J. M., Kalinec-Craig, C. A., & Shih, J. C. (2018). The problem of Sunny's pennies: A multi-institutional study about the development of elementary preservice teachers' professional noticing. Mathematics Teacher Education and Development, 20(2), 114-132.
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  • Fisher, M. H., Thomas, J., Jong, C., Schack, E. O., & Dueber, D. (2019). Comparing preservice teachers’ professional noticing skills in elementary mathematics classrooms. School Science and Mathematics, 119(3), 142-149. https://doi.org/10.1111/ssm.12324
  • Fisher, M. H., Thomas, J., Schack, E. O., Jong, C., & Tassell, J. (2018). Noticing numeracy now! Examining changes in preservice teachers’ noticing, knowledge, and attitudes. Mathematics Education Research Journal, 30(2), 209-232. https://doi.org/10.1007/s13394-017-0228-0
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  • Güner, P., & Akyüz, D. (2017). Ders imecesi (lesson study) mesleki gelişim modeli: Öğretmen adaylarının fark etme becerilerinin incelenmesi. İlköğretim Online, 16(2), 428-452. https://doi.org/10.17051/ilkonline.2017.304709
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  • Jacobs, V., Lamb, L., & Philipp, R. (2010). Professional noticing of children's mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169-202. https://doi.org/10.5951/jresematheduc.41.2.0169
  • Jacobs, V. R., Philipp, R. A., & Sherin, M. G. (2018). Noticing of mathematics teachers. S. Lerman (Ed.) Encyclopedia of Mathematics Education içinde (s. 1-3). Cham: Springer.
  • König, J., Santagata, R., Scheiner, T., Adleff, A.‑K., Yang, X., & Kaiser, G. (2022). Teacher noticing: A systematic literature review of conceptualizations, research designs, and findings on learning to notice. Educational Research Review, 36, 100453. https://doi.org/10.1016/j.edurev.2022.100453
  • Krummheuer, G. (1995). The ethnography of argumentation. P. Cobb & H. Bauersfeld (Ed.), Emergence of mathematical meaning içinde (s. 229-269). Hillsdale, NJ: Lawrence Erlbaum.
  • Krummheuer, G. (2007). Argumentation and participation in the primary mathematics classroom: Two episodes and related theoretical abductions. The Journal of Mathematical Behavior, 26(1), 60-82. https://doi.org/10.1016/j.jmathb.2007.02.001
  • Lee, M. Y., & Choy, B. (2017). Mathematical teacher noticing: The key to learning from lesson study. E. O. Schack, J. Wilhelm & M. H. Fisher (Ed.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks içinde (s. 121–140). Cham: Springer.
  • Lee, M. Y., & Francis, D. C. (2018). Investigating the relationships among elementary teachers’ perceptions of the use of students’ thinking, their professional noticing skills, and their teaching practices. The Journal of Mathematical Behavior, 51, 118-128. https://doi.org/10.1016/j.jmathb.2017.11.007
  • Lottero-Perdue, P. S., Masters, H. L., Mikeska, J. N., Thompson, M., Park Rogers, M., & Cross Francis, D. (2023). Elementary preservice teachers' responsiveness while eliciting students' initial arguments and encouraging critique in online simulated argumentation discussions. Science Education, 1–35. https://doi.org/10.1002/sce.21847
  • Magiera, M. T. & Zambak, V. S. (2021). Prospective K-8 teachers’ noticing of student justifications and generalizations in the context of analyzing written artifacts and video-records. International Journal of STEM Education, 8(1), 1-21. https://doi.org/10.1186/s40594-020-00263-y
  • Mason, J. (2002). Researching your own practice: The discipline of noticing. New York: Routledge-Falmer.
  • McDuffie, A. R., Choppin, J., Drake, C., & Davis, J. (2018). Middle school mathematics teachers’ orientations and noticing of features of mathematics curriculum materials. International Journal of Educational Research, 92, 173-187. https://doi.org/10.1016/j.ijer.2018.09.019
  • Melhuish, K., Thanheiser, E., & Fagan, J. (2019). The student discourse observation tool: Supporting teachers in noticing justifying and generalizing. Mathematics Teacher Educator, 7(2), 57-74. https://doi.org/10.5951/mathteaceduc.7.2.0057
  • Melhuish, K., Thanheiser, E., & Guyot, L. (2018). Elementary school teachers’ noticing of essential mathematical reasoning forms: Justification and generalization. Journal of Mathematics Teacher Education, 23(1), 35-67. https://doi.org/10.1007/s10857-018-9408-4
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Examination of Pre-Service Middle School Mathematics Teachers' Noticing Skills Regarding the Argumentation Process in their Lessons

Year 2023, Volume: 11 Issue: 2, 220 - 244, 20.12.2023
https://doi.org/10.52826/mcbuefd.1373777

Abstract

The aim of this study is to examine how pre-service middle school mathematics teachers noticed the questions and actions that supported the argumentation process in their teaching. The participants of this research, which was designed as a case study, were four volunteer pre-service middle school mathematics teachers. The data of the study consisted of video recordings of each pre-service teacher’s teaching in the classroom and video recordings of individual interviews conducted with each pre-service teacher about their teaching. The pre-service teachers’ teaching was analyzed in terms of questions and actions that supported the argumentation process, and the interviews were analyzed in terms of the situations they noticed about the argumentation process in their teaching. The results showed that the pre-service teachers were aware of the argumentation process that they were able to create in their teaching as well as the argumentation process that they had a potential to construct. In the context of noticing, the pre-service teachers’ noticing about their teaching were mostly in the component of attention. The results show that although the situations that pre-service teachers paid attention were comprehensive, they could not interpret and respond enough to these situations.

Project Number

2021.KB.EGT.002

References

  • Ayalon, M. (2019). Exploring changes in mathematics teachers' envisioning of potential argumentation situations in the classroom. Teaching and Teacher Education, 85, 190-203. https://doi.org/10.1016/j.tate.2019.06.019
  • Ayalon, M., & Even, R. (2016). Factors shaping students’ opportunities to engage in argumentative activity. International Journal of Science and Mathematics Education, 14(3), 575-601. https://doi.org/10.1007/s10763-014-9584-3
  • Ayalon, M., & Hershkowitz, R. (2018). Mathematics teachers' attention to potential classroom situations of argumentation. Journal of Mathematical Behavior, 49, 163-173. https://doi.org/10.1016/j.jmathb.2017.11.010
  • Ball, D. L. (2011). Foreword. M. G. Sherin, V. R. Jacobs & R. A. Philipp (Ed.), Mathematics teacher noticing: Seeing through teachers’ eyes içinde (s. xx-xxiv). New York: Routledge.
  • Barnhart, T., & van Es, E. (2015). Studying teacher noticing: Examining the relationship among pre-service science teachers' ability to attend, analyze and respond to student thinking. Teaching and Teacher Education, 45, 83-93. https://doi.org/10.1016/j.tate.2014.09.005
  • Bieda, K. N. (2010). Enacting proof-related tasks in middle school mathematics: Challenges and opportunities. Journal for Research in Mathematics Education, 41(4), 351-382. https://doi.org/10.5951/jresematheduc.41.4.0351
  • Brown, R., Redmond, T., Sheehy, J., & Lang, D. (2015). Mathematical modelling - An example from an inter-school modelling challenge. N. H. Lee & K. E. D. Ng (Ed.), Mathematical modelling: From theory to practice içinde (s. 143–160). Singapore: World Scientific.
  • Cobb, P., Wood, T., Yackel, E., & McNeal, B. (1992). Characteristics of classroom mathematics traditions: An interactional analysis. American Educational Research Journal, 29(3), 573-604. https://doi.org/10.3102/00028312029003
  • Conner, A. (2008). Expanded Toulmin diagrams: A tool for investigating complex activity in classrooms. O. Figueras, J. L. Cortina, S. Alatorre, T. Rojano & A. Sepulveda (Ed.), Proceedings of the Joint Meeting of PME 32 and PME-NA XXX (2. baskı) içinde (s. 361–368). Morelia, Mexico: Cinvestav-UMSNH.
  • Conner, A., Singletary, L. M., Smith, R. C., Wagner, P. A., & Francisco, R. T. (2014). Teacher support for collective argumentation: A framework for examining how teachers support students’ engagement in mathematical activities. Educational Studies in Mathematics, 86(3), 401-429. https://doi.org/10.1007/s10649-014-9532-8
  • Diamond, J. M., Kalinec-Craig, C. A., & Shih, J. C. (2018). The problem of Sunny's pennies: A multi-institutional study about the development of elementary preservice teachers' professional noticing. Mathematics Teacher Education and Development, 20(2), 114-132.
  • Erbay, H. N. (2018). Matematik öğretmeni adaylarının fark etme becerilerin video-kulüp uygulamalarıyla gelişim sürecinin incelenmesi. (Yayınlanmamış doktora tezi). Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Fisher, M. H., Thomas, J., Jong, C., Schack, E. O., & Dueber, D. (2019). Comparing preservice teachers’ professional noticing skills in elementary mathematics classrooms. School Science and Mathematics, 119(3), 142-149. https://doi.org/10.1111/ssm.12324
  • Fisher, M. H., Thomas, J., Schack, E. O., Jong, C., & Tassell, J. (2018). Noticing numeracy now! Examining changes in preservice teachers’ noticing, knowledge, and attitudes. Mathematics Education Research Journal, 30(2), 209-232. https://doi.org/10.1007/s13394-017-0228-0
  • Forman, E. A., Larreamendy-Joerns, J., Stein, M. K., & Brown, C. A. (1998). “You're going to want to find out which and prove it”: Collective argumentation in a mathematics classroom. Learning and Instruction, 8(6), 527-548. https://doi.org/10.1016/S0959-4752(98)00033-4
  • Girit Yildiz, D., Osmanoglu, A. & Gundogdu Alayli, F. (2023). Providing a video-case-based professional development environment for prospective mathematics teachers to notice students’ misconceptions in measurement. Journal of Mathematics Teacher Education, 26(2), 179-209. https://doi.org/10.1007/s10857-021-09525-0
  • Güner, P., & Akyüz, D. (2017). Ders imecesi (lesson study) mesleki gelişim modeli: Öğretmen adaylarının fark etme becerilerinin incelenmesi. İlköğretim Online, 16(2), 428-452. https://doi.org/10.17051/ilkonline.2017.304709
  • Jacobs, V. R., Lamb, L. L., Philipp, R. A., & Schappelle, B. P. (2011). Deciding how to respond on the basis of children’s understandings. In M. Sherin, V. Jacobs, & R. Philipp (Ed.), Mathematics teacher noticing: Seeing through teachers’ eyes içinde (pp. 97-116). New York: Routledge.
  • Jacobs, V., Lamb, L., & Philipp, R. (2010). Professional noticing of children's mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169-202. https://doi.org/10.5951/jresematheduc.41.2.0169
  • Jacobs, V. R., Philipp, R. A., & Sherin, M. G. (2018). Noticing of mathematics teachers. S. Lerman (Ed.) Encyclopedia of Mathematics Education içinde (s. 1-3). Cham: Springer.
  • König, J., Santagata, R., Scheiner, T., Adleff, A.‑K., Yang, X., & Kaiser, G. (2022). Teacher noticing: A systematic literature review of conceptualizations, research designs, and findings on learning to notice. Educational Research Review, 36, 100453. https://doi.org/10.1016/j.edurev.2022.100453
  • Krummheuer, G. (1995). The ethnography of argumentation. P. Cobb & H. Bauersfeld (Ed.), Emergence of mathematical meaning içinde (s. 229-269). Hillsdale, NJ: Lawrence Erlbaum.
  • Krummheuer, G. (2007). Argumentation and participation in the primary mathematics classroom: Two episodes and related theoretical abductions. The Journal of Mathematical Behavior, 26(1), 60-82. https://doi.org/10.1016/j.jmathb.2007.02.001
  • Lee, M. Y., & Choy, B. (2017). Mathematical teacher noticing: The key to learning from lesson study. E. O. Schack, J. Wilhelm & M. H. Fisher (Ed.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks içinde (s. 121–140). Cham: Springer.
  • Lee, M. Y., & Francis, D. C. (2018). Investigating the relationships among elementary teachers’ perceptions of the use of students’ thinking, their professional noticing skills, and their teaching practices. The Journal of Mathematical Behavior, 51, 118-128. https://doi.org/10.1016/j.jmathb.2017.11.007
  • Lottero-Perdue, P. S., Masters, H. L., Mikeska, J. N., Thompson, M., Park Rogers, M., & Cross Francis, D. (2023). Elementary preservice teachers' responsiveness while eliciting students' initial arguments and encouraging critique in online simulated argumentation discussions. Science Education, 1–35. https://doi.org/10.1002/sce.21847
  • Magiera, M. T. & Zambak, V. S. (2021). Prospective K-8 teachers’ noticing of student justifications and generalizations in the context of analyzing written artifacts and video-records. International Journal of STEM Education, 8(1), 1-21. https://doi.org/10.1186/s40594-020-00263-y
  • Mason, J. (2002). Researching your own practice: The discipline of noticing. New York: Routledge-Falmer.
  • McDuffie, A. R., Choppin, J., Drake, C., & Davis, J. (2018). Middle school mathematics teachers’ orientations and noticing of features of mathematics curriculum materials. International Journal of Educational Research, 92, 173-187. https://doi.org/10.1016/j.ijer.2018.09.019
  • Melhuish, K., Thanheiser, E., & Fagan, J. (2019). The student discourse observation tool: Supporting teachers in noticing justifying and generalizing. Mathematics Teacher Educator, 7(2), 57-74. https://doi.org/10.5951/mathteaceduc.7.2.0057
  • Melhuish, K., Thanheiser, E., & Guyot, L. (2018). Elementary school teachers’ noticing of essential mathematical reasoning forms: Justification and generalization. Journal of Mathematics Teacher Education, 23(1), 35-67. https://doi.org/10.1007/s10857-018-9408-4
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There are 61 citations in total.

Details

Primary Language Turkish
Subjects Applied and Developmental Psychology (Other)
Journal Section Research Articles
Authors

Berna Tataroğlu Taşdan 0000-0002-5851-6144

Melike Yiğit Koyunkaya 0000-0002-7872-3917

Ayşe Tekin Dede 0000-0002-8971-1970

Project Number 2021.KB.EGT.002
Publication Date December 20, 2023
Submission Date October 10, 2023
Acceptance Date December 17, 2023
Published in Issue Year 2023 Volume: 11 Issue: 2

Cite

APA Tataroğlu Taşdan, B., Yiğit Koyunkaya, M., & Tekin Dede, A. (2023). Ortaokul Matematik Öğretmeni Adaylarının Derslerindeki Argümantasyon Sürecine İlişkin Fark Etme Becerilerinin İncelenmesi. Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Dergisi, 11(2), 220-244. https://doi.org/10.52826/mcbuefd.1373777