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Bir Matematik Öğretmenin Ders İmecesi Boyunca Öğrencilerin Düşüncelerini Ortaya Çıkaracak Soru Sorma Yaklaşımları

Yıl 2016, Cilt: 7 Sayı: 2, 365 - 392, 04.08.2016
https://doi.org/10.16949/turcomat.67541

Öz

Bu çalışmanın amacı ders imecesine katılan bir matematik öğretmenin sorduğu soruları öğrenci düşüncesi bilgisi bağlamında incelemektir. Nitel durum çalışması desenine dayalı olarak gerçekleştirilen çalışmanın verileri bir matematik öğretmeninin ders imecesi kapsamındaki dört saatlik öğretiminin çözümlemelerinden ve araştırmacı alan notlarından derlenmiştir. İçerik analizi ile gerçekleştirilen veri analizi sonucunda öğretmenin; öğrencilerin ön bilgilerini ortaya çıkarmak, fikirlerini anlamak ve doğru yanıtlarını açıklamalarını istemek için sorular sorduğunu göstermiştir. Soruların öğrencileri matematiksel düşünmeye teşvik edecek nitelikte olmasının yanı sıra öğretmenin soru sorma yaklaşımlarının sosyomatematiksel normlar açısından değerlendirildiğinde, öğrencilere üst bilişsel becerileri kazandırmada yetersiz kaldığı belirlenmiştir. Trigonometriye giriş dersleri kapsamında katılımcı öğretmenin kullandığı sorular ve bu sorulara ilişkin değerlendirmelerin matematik eğitimcilerine ve araştırmacılara yol göstereceği düşünülmektedir.

Kaynakça

  • Aizikovitch-Udi, A., Clarke, D., & Star, J. (2013). Good questions or good questioning: An essential issue for effective teaching. CERME8: 8th Congress of the European Society for Research in Mathematics Education. Antalya, Türkiye.
  • An, S., & Wu, Z. (2012). Enhancing mathematics teachers' knowledge of students' thinking from accessing and analyzing misconceptions in homework. International Journal of Science and Mathematics Education, 10(3), 717-753.
  • Baki, M. (2012). Sınıf öğretmeni adaylarının matematiği öğretme bilgilerinin gelişiminin incelenmesi: Bir ders imecesi (lesson study) çalışması (Yayımlanmamış doktora tezi). Karadeniz Teknik Üniversitesi, Eğitim Bilimleri Enstitüsü, Trabzon.
  • Baki, M. ve Arslan, S. (2015). Ders imecesinin (lesson study) sınıf öğretmeni adaylarının matematik dersini planlama bilgilerine etkisinin incelenmesi. Türk Bilgisayar ve Matematik Eğitimi Dergisi, 6(2), 209-229.
  • Baki, A., Erkan, İ., ve Demir, E. (2012, Haziran). Ders planı etkililiğinin lesson study ile geliştirilmesi: Bir aksiyon araştırması. X.Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi’nde sunulan bildiri, Niğde Üniversitesi, Niğde.
  • Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsa, Y.-M. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133-180.
  • Berg, B.L. (2001). Qualitative research methods for the social sciences. Boston: Allyn and Bacon.
  • Boran, E. ve Tarım, K. (2016). Ortaokul matematik öğretmenlerinin ders imecesi hakkındaki görüşleri. Türk Bilgisayar ve Matematik Eğitimi Dergisi, 7(1), 259-273.
  • Bütün, M. (2012). İlköğretim matematik öğretmeni adaylarının uygulanan zenginleştirilmiş program sürecinde matematiği öğretme bilgilerinin gelişimi (Yayınlanmamış doktora tezi). Karadeniz Teknik Üniversitesi, Eğitim Bilimleri Enstitüsü, Trabzon.
  • Cengiz, N. (2007). What allows teachers to extend student thinking during whole group discussions? (Unpublished doctoral dissertation). Western Michigan University, Kalamazoo, MI.
  • Cobb, P., Wood, T., Yackel, E., & McNeal, B. (1992). Characteristics of classroom mathematics traditions: An interactional analysis. American Educational Research Journal. 29, 573-604.
  • Cumhur, F. ve Güven, B. (2015, Mayıs). Matematik öğretmen adaylarının öğretmenlik uygulaması dersinde kullandıkları soruların öğrencilerin cevabını ilerletme boyutundan incelenmesi. II.Türk Bilgisayar ve Matematik Eğitimi Sempozyumu’nda sunulan bildiri, Adıyaman Üniveristesi, Adıyaman.
  • Davis, K. (2012). Examining the use and effectiveness of questioning in a mathematics classroom. Retrieved November 25, 2014 from http://math.gcsu.edu/~ryan/12capstone/papers/kdavis.pdf
  • Empson, S. B., & Junk, D. (2004). Teachers’ knowledge of children’s mathematics after implementing a student-centered curriculum. Journal of Mathematics Teacher Education, 7, 121-144.
  • Franke, M. L., Kazemi, E., & Battey, D. (2007). Understanding teaching and classroom practice in mathematics. In F. K. Lester (Ed.), Second Handbook of Research on Mathematics Teaching and Learning (pp. 225-256). Charlotte, NC: Information Age.
  • Herbal-Eisenmann, B. & Breyfogle, L. (2005). Questioning our patterns of questioning. Mathematics Teaching in the Middle School, 10(9), 484-489.
  • Kung, D., & Speer, N. (2009). Mathematics teaching assistants learning to teach: Recasting early teaching experiences as rich learning opportunities. Journal of Graduate and Professional Student Development,12, 1-23.
  • Lewis, C. C., Perry, R. R., Friedkin, S., & Roth, J. R. (2012). Improving teaching does improve teachers: Evidence from lesson study. Journal of Teacher Education, 63(5), 368-375.
  • Manouchehri, A., & Lapp, D.A. (2003). Unveiling student understanding: The role of questioning in instruction. Mathematics Teacher, 96(8), 562-566.
  • Martino, A. M., & Maher, C. A. (1994). Teacher questioning to stimulate justification and generalization in mathematics. Paper presented at the Annual Meeting of the American Educational Research Association. LA: New Orleans.
  • Mason, J. (2010). Effective questioning and responding in the mathematics classroom. Retrieved August 2015 from http://xtec.cat/centres/a8005072/articles/effective_ questioning.pdf
  • Mason, J. (2014). Questioning in mathematics education. In S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 513–519). Dordrecht, Netherlands:Springer.
  • Moore, T. (2012). Questioning practices and students' mathematical justifications (Unpublished doctoral tezi). Evergreen State College, Olympia, Washington.
  • Moyer, P. S., & Milewicz, E. (2002). Learning to question: categories of questioning used by preservice teachers during diagnostic mathematics interview. Journal of Mathematics Teacher Education, 5, 293-315.
  • Murata, A. (2011). Conceptual overview of lesson study: Introduction. In L. Hart, A. Alston & A. Murata (Eds.), Lesson Study Research and Practice in Mathematics Education: Learning Together. NY: Springer. 1-12.
  • National Council of Teachers of Mathematics [NCTM]. (2000). Principles and standards for school mathematics. Reston, Va.
  • Ong, E. G., Lim, C. S., & Ghazali, M. (2010). Examining the changes in novice and experienced mathematics teachers’ questioning techniques through the lesson study process. Journal of Science and Mathematics Education in Southeast Asia, 33(1), 86-109.
  • Patton, M. Q. (2002). Qualitative research & Evaluation methods. (3rd ed.). Saint Paul, MN: Sage Publications.
  • Perry, R. R., & Lewis, C. C. (2008). What is successful adaptation of lesson study in the US? Journal of Educational Change, 10(4), 365-391.
  • Shahrill, M. (2013). Review of teacher questioning in mathematics classrooms. International Journal of Humanities and Social Science, 3(17), 224-231.
  • Smith, M. S., Bill, V., & Hughes, E.K. (2008). Thinking through a lesson: Successfully implementing high-level tasks. Mathematics Teaching in the Middle School, 14(3), 132-138.
  • Şahin A., & Kulm, G. (2008). Sixth grade mathematics teachers’ intentions and use of probing, guiding, and factual questions. J Math Teacher Educ, 11, 221–241.
  • Takahashi, A., & Yoshida, M. (2004). Ideas for establishing lesson-study communities. Teaching Children Mathematics, 10(9), 436–443.
  • Tudge, J. R. H., & Rogoff, B. (1989). Peer influences on cognitive development: Piagetian and Vygotskian perspectives. In M. H. Bornstein & J. S. Bruner (Eds.), Interaction In Human Development (pp. 17-40). Hillsdale, NJ: Erlbaurn.
  • Wood, T. (1998). Alternative patterns of communication in mathematics classes: Funneling or focusing? In H. Steinbring, M. G. Bartolini Bussi & A. Sierpinska (Eds.), Language and Communication in the Mathematics Classroom (s. 167-178). Reston, VA: National Council of Teachers of Mathematics.
  • Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 22, 390-408.
  • Yackel, E., & Rasmussen, C. (2002). Beliefs and norms in the mathematics classroom. In G. Toerner, E. Pehkonen, & G. Leder (Eds.), Mathematical Beliefs and Implications for Teaching and Learning of Mathematics (s. 313-330). Springer Netherlands.
  • Yackel, E. (2001). Explanation, justification and argumentation in mathematics classrooms. In M. van den Heuvel-Panhuizen (Ed.), Proceedings of the 25th conference of the International Group for the Psychology of Mathematics Education, Vol. 1, (pp. 9-24). Utrecht, The Netherlands: Freudenthal Institute.
  • Yackel, E., Cobb, P., & Wood, T. (1991). Small-group interactions as a source of learning opportunities in second-grade mathematics. Journal for Research in Mathematics Education, 22, 390-408.

A Mathematics Teacher’s Questioning Approaches for Revealing Students’ Thinking during Lesson Study

Yıl 2016, Cilt: 7 Sayı: 2, 365 - 392, 04.08.2016
https://doi.org/10.16949/turcomat.67541

Öz

The aim of this study is to examine the questioning approaches of a mathematics teacher participated in a lesson study model. The data of the study conducted through a qualitative case study were gathered from transcriptions of the mathematics teacher’s four-hour lessons about trigonometry and field notes of the researchers. Based on the data analysis realized by content analysis, it was seen that the teacher asked questions to reveal students’ prior knowlede, to understand their ideas and to ask them explain their corrrect responses. When examined the teacher’s questioning in terms of socio-mathematical norms, it was determined that they were insufficient for the students to have metacognitive abilities even if they were such as to encourage the students to think mathematically.   It is thougt that the questions which the teacher used in the context of the lessons related to trigonometry and the evaluation of these questions will guide mathematics educators and researchers.

Kaynakça

  • Aizikovitch-Udi, A., Clarke, D., & Star, J. (2013). Good questions or good questioning: An essential issue for effective teaching. CERME8: 8th Congress of the European Society for Research in Mathematics Education. Antalya, Türkiye.
  • An, S., & Wu, Z. (2012). Enhancing mathematics teachers' knowledge of students' thinking from accessing and analyzing misconceptions in homework. International Journal of Science and Mathematics Education, 10(3), 717-753.
  • Baki, M. (2012). Sınıf öğretmeni adaylarının matematiği öğretme bilgilerinin gelişiminin incelenmesi: Bir ders imecesi (lesson study) çalışması (Yayımlanmamış doktora tezi). Karadeniz Teknik Üniversitesi, Eğitim Bilimleri Enstitüsü, Trabzon.
  • Baki, M. ve Arslan, S. (2015). Ders imecesinin (lesson study) sınıf öğretmeni adaylarının matematik dersini planlama bilgilerine etkisinin incelenmesi. Türk Bilgisayar ve Matematik Eğitimi Dergisi, 6(2), 209-229.
  • Baki, A., Erkan, İ., ve Demir, E. (2012, Haziran). Ders planı etkililiğinin lesson study ile geliştirilmesi: Bir aksiyon araştırması. X.Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi’nde sunulan bildiri, Niğde Üniversitesi, Niğde.
  • Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsa, Y.-M. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133-180.
  • Berg, B.L. (2001). Qualitative research methods for the social sciences. Boston: Allyn and Bacon.
  • Boran, E. ve Tarım, K. (2016). Ortaokul matematik öğretmenlerinin ders imecesi hakkındaki görüşleri. Türk Bilgisayar ve Matematik Eğitimi Dergisi, 7(1), 259-273.
  • Bütün, M. (2012). İlköğretim matematik öğretmeni adaylarının uygulanan zenginleştirilmiş program sürecinde matematiği öğretme bilgilerinin gelişimi (Yayınlanmamış doktora tezi). Karadeniz Teknik Üniversitesi, Eğitim Bilimleri Enstitüsü, Trabzon.
  • Cengiz, N. (2007). What allows teachers to extend student thinking during whole group discussions? (Unpublished doctoral dissertation). Western Michigan University, Kalamazoo, MI.
  • Cobb, P., Wood, T., Yackel, E., & McNeal, B. (1992). Characteristics of classroom mathematics traditions: An interactional analysis. American Educational Research Journal. 29, 573-604.
  • Cumhur, F. ve Güven, B. (2015, Mayıs). Matematik öğretmen adaylarının öğretmenlik uygulaması dersinde kullandıkları soruların öğrencilerin cevabını ilerletme boyutundan incelenmesi. II.Türk Bilgisayar ve Matematik Eğitimi Sempozyumu’nda sunulan bildiri, Adıyaman Üniveristesi, Adıyaman.
  • Davis, K. (2012). Examining the use and effectiveness of questioning in a mathematics classroom. Retrieved November 25, 2014 from http://math.gcsu.edu/~ryan/12capstone/papers/kdavis.pdf
  • Empson, S. B., & Junk, D. (2004). Teachers’ knowledge of children’s mathematics after implementing a student-centered curriculum. Journal of Mathematics Teacher Education, 7, 121-144.
  • Franke, M. L., Kazemi, E., & Battey, D. (2007). Understanding teaching and classroom practice in mathematics. In F. K. Lester (Ed.), Second Handbook of Research on Mathematics Teaching and Learning (pp. 225-256). Charlotte, NC: Information Age.
  • Herbal-Eisenmann, B. & Breyfogle, L. (2005). Questioning our patterns of questioning. Mathematics Teaching in the Middle School, 10(9), 484-489.
  • Kung, D., & Speer, N. (2009). Mathematics teaching assistants learning to teach: Recasting early teaching experiences as rich learning opportunities. Journal of Graduate and Professional Student Development,12, 1-23.
  • Lewis, C. C., Perry, R. R., Friedkin, S., & Roth, J. R. (2012). Improving teaching does improve teachers: Evidence from lesson study. Journal of Teacher Education, 63(5), 368-375.
  • Manouchehri, A., & Lapp, D.A. (2003). Unveiling student understanding: The role of questioning in instruction. Mathematics Teacher, 96(8), 562-566.
  • Martino, A. M., & Maher, C. A. (1994). Teacher questioning to stimulate justification and generalization in mathematics. Paper presented at the Annual Meeting of the American Educational Research Association. LA: New Orleans.
  • Mason, J. (2010). Effective questioning and responding in the mathematics classroom. Retrieved August 2015 from http://xtec.cat/centres/a8005072/articles/effective_ questioning.pdf
  • Mason, J. (2014). Questioning in mathematics education. In S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 513–519). Dordrecht, Netherlands:Springer.
  • Moore, T. (2012). Questioning practices and students' mathematical justifications (Unpublished doctoral tezi). Evergreen State College, Olympia, Washington.
  • Moyer, P. S., & Milewicz, E. (2002). Learning to question: categories of questioning used by preservice teachers during diagnostic mathematics interview. Journal of Mathematics Teacher Education, 5, 293-315.
  • Murata, A. (2011). Conceptual overview of lesson study: Introduction. In L. Hart, A. Alston & A. Murata (Eds.), Lesson Study Research and Practice in Mathematics Education: Learning Together. NY: Springer. 1-12.
  • National Council of Teachers of Mathematics [NCTM]. (2000). Principles and standards for school mathematics. Reston, Va.
  • Ong, E. G., Lim, C. S., & Ghazali, M. (2010). Examining the changes in novice and experienced mathematics teachers’ questioning techniques through the lesson study process. Journal of Science and Mathematics Education in Southeast Asia, 33(1), 86-109.
  • Patton, M. Q. (2002). Qualitative research & Evaluation methods. (3rd ed.). Saint Paul, MN: Sage Publications.
  • Perry, R. R., & Lewis, C. C. (2008). What is successful adaptation of lesson study in the US? Journal of Educational Change, 10(4), 365-391.
  • Shahrill, M. (2013). Review of teacher questioning in mathematics classrooms. International Journal of Humanities and Social Science, 3(17), 224-231.
  • Smith, M. S., Bill, V., & Hughes, E.K. (2008). Thinking through a lesson: Successfully implementing high-level tasks. Mathematics Teaching in the Middle School, 14(3), 132-138.
  • Şahin A., & Kulm, G. (2008). Sixth grade mathematics teachers’ intentions and use of probing, guiding, and factual questions. J Math Teacher Educ, 11, 221–241.
  • Takahashi, A., & Yoshida, M. (2004). Ideas for establishing lesson-study communities. Teaching Children Mathematics, 10(9), 436–443.
  • Tudge, J. R. H., & Rogoff, B. (1989). Peer influences on cognitive development: Piagetian and Vygotskian perspectives. In M. H. Bornstein & J. S. Bruner (Eds.), Interaction In Human Development (pp. 17-40). Hillsdale, NJ: Erlbaurn.
  • Wood, T. (1998). Alternative patterns of communication in mathematics classes: Funneling or focusing? In H. Steinbring, M. G. Bartolini Bussi & A. Sierpinska (Eds.), Language and Communication in the Mathematics Classroom (s. 167-178). Reston, VA: National Council of Teachers of Mathematics.
  • Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 22, 390-408.
  • Yackel, E., & Rasmussen, C. (2002). Beliefs and norms in the mathematics classroom. In G. Toerner, E. Pehkonen, & G. Leder (Eds.), Mathematical Beliefs and Implications for Teaching and Learning of Mathematics (s. 313-330). Springer Netherlands.
  • Yackel, E. (2001). Explanation, justification and argumentation in mathematics classrooms. In M. van den Heuvel-Panhuizen (Ed.), Proceedings of the 25th conference of the International Group for the Psychology of Mathematics Education, Vol. 1, (pp. 9-24). Utrecht, The Netherlands: Freudenthal Institute.
  • Yackel, E., Cobb, P., & Wood, T. (1991). Small-group interactions as a source of learning opportunities in second-grade mathematics. Journal for Research in Mathematics Education, 22, 390-408.
Toplam 39 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Esra Bukova Güzel

Aytuğ Özaltun Çelik

Yayımlanma Tarihi 4 Ağustos 2016
Yayımlandığı Sayı Yıl 2016 Cilt: 7 Sayı: 2

Kaynak Göster

APA Bukova Güzel, E., & Özaltun Çelik, A. (2016). A Mathematics Teacher’s Questioning Approaches for Revealing Students’ Thinking during Lesson Study. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 7(2), 365-392. https://doi.org/10.16949/turcomat.67541
AMA Bukova Güzel E, Özaltun Çelik A. A Mathematics Teacher’s Questioning Approaches for Revealing Students’ Thinking during Lesson Study. Turkish Journal of Computer and Mathematics Education (TURCOMAT). Ağustos 2016;7(2):365-392. doi:10.16949/turcomat.67541
Chicago Bukova Güzel, Esra, ve Aytuğ Özaltun Çelik. “A Mathematics Teacher’s Questioning Approaches for Revealing Students’ Thinking During Lesson Study”. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 7, sy. 2 (Ağustos 2016): 365-92. https://doi.org/10.16949/turcomat.67541.
EndNote Bukova Güzel E, Özaltun Çelik A (01 Ağustos 2016) A Mathematics Teacher’s Questioning Approaches for Revealing Students’ Thinking during Lesson Study. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 7 2 365–392.
IEEE E. Bukova Güzel ve A. Özaltun Çelik, “A Mathematics Teacher’s Questioning Approaches for Revealing Students’ Thinking during Lesson Study”, Turkish Journal of Computer and Mathematics Education (TURCOMAT), c. 7, sy. 2, ss. 365–392, 2016, doi: 10.16949/turcomat.67541.
ISNAD Bukova Güzel, Esra - Özaltun Çelik, Aytuğ. “A Mathematics Teacher’s Questioning Approaches for Revealing Students’ Thinking During Lesson Study”. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 7/2 (Ağustos 2016), 365-392. https://doi.org/10.16949/turcomat.67541.
JAMA Bukova Güzel E, Özaltun Çelik A. A Mathematics Teacher’s Questioning Approaches for Revealing Students’ Thinking during Lesson Study. Turkish Journal of Computer and Mathematics Education (TURCOMAT). 2016;7:365–392.
MLA Bukova Güzel, Esra ve Aytuğ Özaltun Çelik. “A Mathematics Teacher’s Questioning Approaches for Revealing Students’ Thinking During Lesson Study”. Turkish Journal of Computer and Mathematics Education (TURCOMAT), c. 7, sy. 2, 2016, ss. 365-92, doi:10.16949/turcomat.67541.
Vancouver Bukova Güzel E, Özaltun Çelik A. A Mathematics Teacher’s Questioning Approaches for Revealing Students’ Thinking during Lesson Study. Turkish Journal of Computer and Mathematics Education (TURCOMAT). 2016;7(2):365-92.