Araştırma Makalesi
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Examining Pre-Service Mathematics Teachers’ Noticing Skills

Yıl 2019, Cilt: 10 Sayı: 1, 232 - 259, 10.04.2019
https://doi.org/10.16949/turkbilmat.451136

Öz

The aim of this research is to examine the pre-service
mathematics teachers’ noticing skills. Participants of the study were 20
pre-service mathematics teachers. During the data collection process, a video
of a mathematics teacher’s teaching the function concept was watched and then
the pre-service teachers were asked what they noticed on the video and their
answers were taken in writing. The analysis of the data was made using
descriptive analysis. The findings of the research showed that in the course
video on the teaching of function concepts followed by pre-service mathematics
teachers, they noticed the parts related to the teacher rather than the
students, and they were paying attention to both general (pedagogical
strategies, classroom communication) and specific (specific to function concept)
aspects. It was also determined that explanations about what they noticed were
often descriptive and evaluative, they rarely made interpretive and reflective
explanations. When the levels of noticing of pre-service teachers were
examined, it was seen that they were mostly at Level 1, Level 2 or Level 3
respectively, and there were no pre-service teachers at Level 4. These results,
which seem to be consistent with the results obtained in other studies in the
literature, are thought to contribute to the field in terms of identification
and development of pre-service mathematics teachers’ noticing skills.

Kaynakça

  • Amador, J. M., Estapa, A., de Araujo, Z., Kosko, K. W., & Weston, T. L. (2017). Eliciting and analyzing preservice teachers' mathematical noticing. Mathematics Teacher Educator, 5(2), 158-177.
  • Ball, D. L. (2011). Foreword. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 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.
  • Estapa, A. T., Amador, J., Kosko, K. W., Weston, T., de Araujo, Z., & Aming-Attai, R. (2018). Preservice teachers’ articulated noticing through pedagogies of practice. Journal of Mathematics Teacher Education, 21(4), 387-415.
  • Güner, P. ve Akyüz, D. (2017). Ders imecesi (lesson study) mesleki gelişim modeli: Öğretmen adaylarının fark etme becerilerinin incelenmesi. İlköğretim Online, 16(2), 428-452.
  • Jacobs, V., Lamb, L., & Philipp, R. (2010). Professional noticing of children's mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169-202.
  • Jacobs, J. K., Yoshida, M., Stigler, J. W., & Fernandez, C. (1997). Japanese and American teachers' evaluations of mathematics lessons: A new technique for exploring beliefs. The Journal of Mathematical Behavior, 16(1), 7-24.
  • Kılıç, H. (2018). Pre-service mathematics teachers’ noticing skills and scaffolding practices. International Journal of Science and Mathematics Education, 16(2), 377-400.
  • Krippendorff, K. (1980). Content analysis: An introduction to its methodology. Beverly Hills, CA: Sage Publications.
  • Krupa, E. E., Huey, M., Lesseig, K., Casey, S., & Monson, D. (2017). Investigating secondary preservice teacher noticing of students’ mathematical thinking. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 49-72). Cham, Switzerland: Springer International Publishing.
  • Leatham, K. R., Peterson, B. E., Stockero, S. L., & Van Zoest, L. R. (2015). Conceptualizing mathematically significant pedagogical opportunities to build on student thinking. Journal for Research in Mathematics Education, 46(1), 88-124.
  • Lee, M. Y. (2018). Further investigation into the quality of teachers’ noticing expertise: A proposed framework for evaluating teachers’ models of students’ mathematical thinking. EURASIA Journal of Mathematics, Science and Technology Education, 14(11), 1-15.
  • Mason, J. (2002). Researching your own practice: The discipline of noticing. New York: Routledge-Falmer.
  • McDuffie, A. R., Foote, M. Q., Bolson, C., Turner, E. E., Aguirre, J. M., Bartell, T. G., Drake, C., & Land, T. (2014). Using video analysis to support prospective K-8 teachers’ noticing of students’ multiple mathematical knowledge bases. Journal of Mathematics Teacher Education, 17(3), 245–270.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.
  • Mitchell, R. N., & Marin, K. A. (2015). Examining the use of a structured analysis framework to support prospective teacher noticing. Journal of Mathematics Teacher Education, 18(6), 551–575.
  • Özdemir-Baki, G. ve Işık, A. (2018). Öğrencilerin matematiksel düşünmelerine yönelik öğretmenlerin farkındalık düzeylerinin incelenmesi: Ders imecesi modeli. Turkish Journal of Computer and Mathematics Education, 9(1), 122-146.
  • Özoğlu, M. (2011, Aralık). Türkiye’nin öğretmen “yetiştirme” politikası. 21. Yüzyılda Türkiye’nin Eğitim ve Bilim Politikaları Sempozyumu’nda sunulan bildiri, Ankara. Roller, S. A. (2016). What they notice in video: A study of prospective secondary mathematics teachers learning to teach. Journal of Mathematics Teacher Education, 19(5), 477–498.
  • Santagata, R., Zannoni, C., & Stigler, J. W. (2007). The role of lesson analysis in pre-service teacher education: An empirical investigation of teacher learning from a virtual video-based field experience. Journal of Mathematics Teacher Education, 10(2), 123-140.
  • Schack, E., Fisher, M., & Wilhelm, J. (Eds.). (2017). Teacher noticing: Bridging and broadening perspective contexts, and frameworks. Cham, Switzerland: Springer International Publishing.
  • Sherin, M. G., & Han, S. Y. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20(2), 163-183.
  • Sherin, M. G., & van Es, E. A. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60(1), 20-37.
  • Sherin, M. G., Jacobs, V. R., & Philipp, R. A. (2011). Situating the study of teacher noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 3-13). New York: Routledge.
  • Sherin, M. G., Russ, R. S., & Colestock, A. A. (2011). Accessing mathematics teachers’ in-the-moment noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 79-94). New York: Routledge.
  • Sherin, M., & van Es, E. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education, 13(3), 475-491.
  • Simpson, A., & Haltiwanger, L. (2017). “This is the first time I’ve done this”: Exploring secondary prospective mathematics teachers’ noticing of students’ mathematical thinking. Journal of Mathematics Teacher Education, 20(4), 335-355.
  • Star, J. R., & Strickland, S. K. (2008). Learning to observe: Using video to improve preservice mathematics teachers’ ability to notice. Journal of Mathematics Teacher Education, 11(2), 107-125.
  • Stockero, S. L., Rupnow, R. L., & Pascoe, A. E. (2017). Learning to notice important student mathematical thinking in complex classroom interactions. Teaching and Teacher Education, 63, 384-395.
  • Tripp, T., & Rich, P. (2012). Using video to analyze one's own teaching. British Journal of Educational Technology, 43(4), 678-704.
  • Türk, Y. ve Baki, A. (2017, Mayıs). Ders imecesi çalışmalarının öğretmen adaylarının öğrencinin öğrenme güçlükleri konusundaki farkındalıkları durumuna etkisinin incelenmesi. Türk Bilgisayar ve Matematik Eğitimi (TÜRKBİLMAT-3) Sempozyumu’nda sunulan bildiri, Afyon.
  • Ulusoy, F. (2018). Öğrenciden öğrenmek: Öğretmen eğitiminde öğrenci odaklı kısa videolar. Ankara: ODTÜ Yayıncılık.
  • Ulusoy, F., & Çakıroğlu, E. (2018). Using video cases and small-scale research projects to explore prospective mathematics teachers’ noticing of student thinking. EURASIA Journal of Mathematics, Science and Technology Education, 14(9), 1-14.
  • van Es, E. A. (2011). A framework for learning to notice student thinking. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 134–151). New York: Routledge.
  • van Es, E. A., Cashen, M., Barnhart, T., & Auger, A. (2017). Learning to notice mathematics instruction: Using video to develop preservice teachers' vision of ambitious pedagogy. Cognition and Instruction, 35(3), 165-187.
  • van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571–596.
  • van Es, E. A., & Sherin, M. G. (2006). How different video club designs support teachers in “learning to notice”. Journal of Computing in Teacher Education, 22(4), 125-135.
  • van Es, E. A., & Sherin, M. G. (2008). Mathematics teachers’ learning to notice in the context of a video club. Teaching and Teacher Education, 24(2), 244–276.
  • Wallin, A. J., & Amador, J. M. (2018). Supporting secondary rural teachers’ development of noticing and pedagogical design capacity through video clubs. Journal of Mathematics Teacher Education. Advance online publication. https://doi.org/10.1007/s10857-018-9397-3
  • Weber, R. P. (1985). Basic content analysis, quantitative applications in the social sciences. Beverly Hills, CA: Sage Publications.
  • Yıldırım, A. ve Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınevi.
  • Yin, R. (2009). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage Publications.

Matematik Öğretmeni Adaylarının Fark Etme Becerilerinin İncelenmesi

Yıl 2019, Cilt: 10 Sayı: 1, 232 - 259, 10.04.2019
https://doi.org/10.16949/turkbilmat.451136

Öz

Bu araştırmanın amacı matematik öğretmeni adaylarının
var olan fark etme becerilerinin incelenmesidir. Araştırmanın katılımcıları 20
matematik öğretmeni adayıdır. Veri toplama sürecinde öğretmen adaylarına bir
matematik öğretmeninin fonksiyon kavramının öğretimini gerçekleştirdiği bir
dersin videosu izletilmiş ve ardından izledikleri videoda neleri fark ettikleri
sorusuna yazılı olarak cevap vermeleri istenmiştir. Verilerin analizi betimsel
analiz yöntemi kullanılarak yapılmıştır. Araştırmanın bulguları matematik
öğretmeni adaylarının izledikleri fonksiyon kavramı öğretimine ilişkin ders
videosunda öğrenciden ziyade öğretmen ile ilgili kısımları fark ettiklerini ve
hem genel (pedagojik stratejiler, sınıf içi iletişim gibi) hem de spesifik
(fonksiyon kavramına özgü) konulara dikkat ettiklerini göstermiştir. Ayrıca
öğretmen adaylarının nasıl fark ettikleri incelendiğinde, fark ettikleri
durumlara yönelik yaptıkları açıklamaların çoğunlukla tanımlayıcı ve
değerlendirici nitelikte olduğu, yorumlayıcı ve yansıtıcı açıklamaları daha az
yaptıkları belirlenmiştir. Öğretmen adaylarının fark etme düzeyleri
incelendiğinde ise öğretmen adaylarının en çok sırasıyla Düzey 1, Düzey 2 ve
Düzey 3’te olduğu, Düzey 4’te hiçbir öğretmen adayının olmadığı görülmüştür.
Alan yazındaki diğer araştırmalarda elde edilen sonuçlarla uyumlu olduğu
görülen bu sonuçların matematik öğretmeni adaylarının fark etme becerilerinin
belirlenmesi ve geliştirilmesi açısından alana katkı sağlayacağı
düşünülmektedir.

Kaynakça

  • Amador, J. M., Estapa, A., de Araujo, Z., Kosko, K. W., & Weston, T. L. (2017). Eliciting and analyzing preservice teachers' mathematical noticing. Mathematics Teacher Educator, 5(2), 158-177.
  • Ball, D. L. (2011). Foreword. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 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.
  • Estapa, A. T., Amador, J., Kosko, K. W., Weston, T., de Araujo, Z., & Aming-Attai, R. (2018). Preservice teachers’ articulated noticing through pedagogies of practice. Journal of Mathematics Teacher Education, 21(4), 387-415.
  • Güner, P. ve Akyüz, D. (2017). Ders imecesi (lesson study) mesleki gelişim modeli: Öğretmen adaylarının fark etme becerilerinin incelenmesi. İlköğretim Online, 16(2), 428-452.
  • Jacobs, V., Lamb, L., & Philipp, R. (2010). Professional noticing of children's mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169-202.
  • Jacobs, J. K., Yoshida, M., Stigler, J. W., & Fernandez, C. (1997). Japanese and American teachers' evaluations of mathematics lessons: A new technique for exploring beliefs. The Journal of Mathematical Behavior, 16(1), 7-24.
  • Kılıç, H. (2018). Pre-service mathematics teachers’ noticing skills and scaffolding practices. International Journal of Science and Mathematics Education, 16(2), 377-400.
  • Krippendorff, K. (1980). Content analysis: An introduction to its methodology. Beverly Hills, CA: Sage Publications.
  • Krupa, E. E., Huey, M., Lesseig, K., Casey, S., & Monson, D. (2017). Investigating secondary preservice teacher noticing of students’ mathematical thinking. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 49-72). Cham, Switzerland: Springer International Publishing.
  • Leatham, K. R., Peterson, B. E., Stockero, S. L., & Van Zoest, L. R. (2015). Conceptualizing mathematically significant pedagogical opportunities to build on student thinking. Journal for Research in Mathematics Education, 46(1), 88-124.
  • Lee, M. Y. (2018). Further investigation into the quality of teachers’ noticing expertise: A proposed framework for evaluating teachers’ models of students’ mathematical thinking. EURASIA Journal of Mathematics, Science and Technology Education, 14(11), 1-15.
  • Mason, J. (2002). Researching your own practice: The discipline of noticing. New York: Routledge-Falmer.
  • McDuffie, A. R., Foote, M. Q., Bolson, C., Turner, E. E., Aguirre, J. M., Bartell, T. G., Drake, C., & Land, T. (2014). Using video analysis to support prospective K-8 teachers’ noticing of students’ multiple mathematical knowledge bases. Journal of Mathematics Teacher Education, 17(3), 245–270.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.
  • Mitchell, R. N., & Marin, K. A. (2015). Examining the use of a structured analysis framework to support prospective teacher noticing. Journal of Mathematics Teacher Education, 18(6), 551–575.
  • Özdemir-Baki, G. ve Işık, A. (2018). Öğrencilerin matematiksel düşünmelerine yönelik öğretmenlerin farkındalık düzeylerinin incelenmesi: Ders imecesi modeli. Turkish Journal of Computer and Mathematics Education, 9(1), 122-146.
  • Özoğlu, M. (2011, Aralık). Türkiye’nin öğretmen “yetiştirme” politikası. 21. Yüzyılda Türkiye’nin Eğitim ve Bilim Politikaları Sempozyumu’nda sunulan bildiri, Ankara. Roller, S. A. (2016). What they notice in video: A study of prospective secondary mathematics teachers learning to teach. Journal of Mathematics Teacher Education, 19(5), 477–498.
  • Santagata, R., Zannoni, C., & Stigler, J. W. (2007). The role of lesson analysis in pre-service teacher education: An empirical investigation of teacher learning from a virtual video-based field experience. Journal of Mathematics Teacher Education, 10(2), 123-140.
  • Schack, E., Fisher, M., & Wilhelm, J. (Eds.). (2017). Teacher noticing: Bridging and broadening perspective contexts, and frameworks. Cham, Switzerland: Springer International Publishing.
  • Sherin, M. G., & Han, S. Y. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20(2), 163-183.
  • Sherin, M. G., & van Es, E. A. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60(1), 20-37.
  • Sherin, M. G., Jacobs, V. R., & Philipp, R. A. (2011). Situating the study of teacher noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 3-13). New York: Routledge.
  • Sherin, M. G., Russ, R. S., & Colestock, A. A. (2011). Accessing mathematics teachers’ in-the-moment noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 79-94). New York: Routledge.
  • Sherin, M., & van Es, E. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education, 13(3), 475-491.
  • Simpson, A., & Haltiwanger, L. (2017). “This is the first time I’ve done this”: Exploring secondary prospective mathematics teachers’ noticing of students’ mathematical thinking. Journal of Mathematics Teacher Education, 20(4), 335-355.
  • Star, J. R., & Strickland, S. K. (2008). Learning to observe: Using video to improve preservice mathematics teachers’ ability to notice. Journal of Mathematics Teacher Education, 11(2), 107-125.
  • Stockero, S. L., Rupnow, R. L., & Pascoe, A. E. (2017). Learning to notice important student mathematical thinking in complex classroom interactions. Teaching and Teacher Education, 63, 384-395.
  • Tripp, T., & Rich, P. (2012). Using video to analyze one's own teaching. British Journal of Educational Technology, 43(4), 678-704.
  • Türk, Y. ve Baki, A. (2017, Mayıs). Ders imecesi çalışmalarının öğretmen adaylarının öğrencinin öğrenme güçlükleri konusundaki farkındalıkları durumuna etkisinin incelenmesi. Türk Bilgisayar ve Matematik Eğitimi (TÜRKBİLMAT-3) Sempozyumu’nda sunulan bildiri, Afyon.
  • Ulusoy, F. (2018). Öğrenciden öğrenmek: Öğretmen eğitiminde öğrenci odaklı kısa videolar. Ankara: ODTÜ Yayıncılık.
  • Ulusoy, F., & Çakıroğlu, E. (2018). Using video cases and small-scale research projects to explore prospective mathematics teachers’ noticing of student thinking. EURASIA Journal of Mathematics, Science and Technology Education, 14(9), 1-14.
  • van Es, E. A. (2011). A framework for learning to notice student thinking. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 134–151). New York: Routledge.
  • van Es, E. A., Cashen, M., Barnhart, T., & Auger, A. (2017). Learning to notice mathematics instruction: Using video to develop preservice teachers' vision of ambitious pedagogy. Cognition and Instruction, 35(3), 165-187.
  • van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571–596.
  • van Es, E. A., & Sherin, M. G. (2006). How different video club designs support teachers in “learning to notice”. Journal of Computing in Teacher Education, 22(4), 125-135.
  • van Es, E. A., & Sherin, M. G. (2008). Mathematics teachers’ learning to notice in the context of a video club. Teaching and Teacher Education, 24(2), 244–276.
  • Wallin, A. J., & Amador, J. M. (2018). Supporting secondary rural teachers’ development of noticing and pedagogical design capacity through video clubs. Journal of Mathematics Teacher Education. Advance online publication. https://doi.org/10.1007/s10857-018-9397-3
  • Weber, R. P. (1985). Basic content analysis, quantitative applications in the social sciences. Beverly Hills, CA: Sage Publications.
  • Yıldırım, A. ve Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınevi.
  • Yin, R. (2009). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage Publications.
Toplam 41 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makaleleri
Yazarlar

Berna Tataroğlu Taşdan

Yayımlanma Tarihi 10 Nisan 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 10 Sayı: 1

Kaynak Göster

APA Tataroğlu Taşdan, B. (2019). Matematik Öğretmeni Adaylarının Fark Etme Becerilerinin İncelenmesi. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 10(1), 232-259. https://doi.org/10.16949/turkbilmat.451136
AMA Tataroğlu Taşdan B. Matematik Öğretmeni Adaylarının Fark Etme Becerilerinin İncelenmesi. Turkish Journal of Computer and Mathematics Education (TURCOMAT). Nisan 2019;10(1):232-259. doi:10.16949/turkbilmat.451136
Chicago Tataroğlu Taşdan, Berna. “Matematik Öğretmeni Adaylarının Fark Etme Becerilerinin İncelenmesi”. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 10, sy. 1 (Nisan 2019): 232-59. https://doi.org/10.16949/turkbilmat.451136.
EndNote Tataroğlu Taşdan B (01 Nisan 2019) Matematik Öğretmeni Adaylarının Fark Etme Becerilerinin İncelenmesi. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 10 1 232–259.
IEEE B. Tataroğlu Taşdan, “Matematik Öğretmeni Adaylarının Fark Etme Becerilerinin İncelenmesi”, Turkish Journal of Computer and Mathematics Education (TURCOMAT), c. 10, sy. 1, ss. 232–259, 2019, doi: 10.16949/turkbilmat.451136.
ISNAD Tataroğlu Taşdan, Berna. “Matematik Öğretmeni Adaylarının Fark Etme Becerilerinin İncelenmesi”. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 10/1 (Nisan 2019), 232-259. https://doi.org/10.16949/turkbilmat.451136.
JAMA Tataroğlu Taşdan B. Matematik Öğretmeni Adaylarının Fark Etme Becerilerinin İncelenmesi. Turkish Journal of Computer and Mathematics Education (TURCOMAT). 2019;10:232–259.
MLA Tataroğlu Taşdan, Berna. “Matematik Öğretmeni Adaylarının Fark Etme Becerilerinin İncelenmesi”. Turkish Journal of Computer and Mathematics Education (TURCOMAT), c. 10, sy. 1, 2019, ss. 232-59, doi:10.16949/turkbilmat.451136.
Vancouver Tataroğlu Taşdan B. Matematik Öğretmeni Adaylarının Fark Etme Becerilerinin İncelenmesi. Turkish Journal of Computer and Mathematics Education (TURCOMAT). 2019;10(1):232-59.