Early Teaching Experiences of Pre-Service Mathematics Teachers with Low Vision: Challenges and Proposed Solutions

Yıl 2025, Cilt: 45 Sayı: 1, 169 - 200, 30.04.2025

Fatma Nur Aktaş

https://doi.org/10.17152/gefad.1512390

Öz

While the learning processes of individuals with visual impairment are frequently examined, less attention has been given to them becoming teachers. This may be considered problematic, particularly for teaching content that involves abstract and visual concepts, such as symbolic representations and diagrams. This study examines the challenges of pre-service teachers with visual impairment during their early teaching experiences and suggests possible solutions. The participant in this action research was a pre-service mathematics teacher with low vision. The data were collected through individual interviews, lesson video recordings, and lesson plan documents and analyzed with the content analysis method. At the end of the three action plans, functional solutions were presented to the communication, classroom management, lesson plan design, and attention to students thinking challenges that the participants encountered in their teaching practices. The utilisation of concrete materials proved an efficacious method of facilitating both group work and individual progress, and thus the solutions proposed for mathematics teachers with low vision may be regarded as recommendations.

Anahtar Kelimeler

Pre-service mathematics teachers , Visually impairment , Low vision , Teaching experience , Action research

Az Gören Matematik Öğretmeni Adayının İlk Öğretim Uygulamaları Deneyimleri: Güçlükler ve Çözüm Önerileri

Öz

Görme engelli bireylerin öğrenme süreçleri sıklıkla incelenirken, onların öğretmen olmalarına daha az önem verilmiştir. Bu durum, özellikle sembolik gösterimler ve diyagramlar gibi soyut ve görsel kavramları içeren içeriklerin öğretimi için güçlük olarak değerlendirilebilir. Bu çalışma, görme engelli öğretmen adaylarının ilk öğretmenlik deneyimleri sırasında karşılaştıkları zorlukları incelemekte ve olası çözümler önermektedir. Bu eylem araştırmasının katılımcısı, az gören bir matematik öğretmeni adayıdır. Veriler, bireysel görüşmeler, ders video kayıtları ve ders planı dokümanları aracılığıyla toplanmış ve içerik analizi yöntemi ile analiz edilmiştir. Üç eylem planının sonunda, katılımcıların öğretim uygulamalarında karşılaştıkları iletişim, sınıf yönetimi, ders planı tasarımı ve öğrencilerin düşünme becerilerine dikkat etme zorluklarına işlevsel çözümler sunulmuştur. Somut materyallerin kullanımı, hem grup çalışmasını hem de bireysel ilerlemeyi kolaylaştırmada etkili bir yöntem olduğu kanıtlamıştır ve bu nedenle az gören matematik öğretmenleri için önerilen çözümler araştırmanın birer önerisi olarak değerlendirilebilir.

Anahtar Kelimeler

Matematik öğretmen adayları , Görme engelli , Az görme , Öğretim Deneyimi , Eylem araştırması

Kaynakça

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