TY  - JOUR
T1  - Öğrencilerin Matematiksel Düşünmelerine Yönelik Öğretmenlerin Farkındalık Düzeylerinin İncelenmesi: Ders İmecesi Modeli
TT  - Investigation of the Noticing Levels of Teachers about Students’ Mathematical Thinking: A Lesson Study Model
AU  - Özdemir Baki, Gülşah
AU  - Işık, Ahmet
PY  - 2018
DA  - April
DO  - 10.16949/turkbilmat.359103
JF  - Turkish Journal of Computer and Mathematics Education (TURCOMAT)
PB  - Türkbilmat Eğitim Hizmetleri
WT  - DergiPark
SN  - 1309-4653
SP  - 122
EP  - 146
VL  - 9
IS  - 1
LA  - tr
AB  - Buçalışma ile altı öğretmenin öğrencilerin matematiksel düşünmelerine yönelikfarkındalık düzeylerinin incelenmesi amaçlanmıştır. Araştırmada dört öğretmenders imecesi mesleki gelişim sürecine katılırken, kalan iki öğretmen ise katılmamıştır.Mesleki gelişim sürecine dâhil olan öğretmenlerle gerçekleştirilen ders imecesiçalışmaları tamamlandıktan yaklaşık iki ay sonra, altı öğretmene video kayıtları izletilereköğretim sürecine yönelik değerlendirmelerini rapor haline getirmeleriistenmiştir. Nitel araştırma desenlerinden özel durum (örnek olay) çalışmasınınkullanıldığı çalışmanın veri toplama araçlarını öğretmenlere izletilen videokayıtları, öğretmenlerin değerlendirme raporları ve öğretmenlerlegerçekleştirilen yapılandırılmamış görüşmeler oluşturmaktadır. Öğretmenlerinifadelerine bağlı olarak öğretim sürecindeki farkındalık düzeylerini yorumlamakamacıyla van Es (2011) tarafından geliştirilen teorik çerçevedenfaydalanılmıştır. Elde edilen bulgular doğrultusunda, ders imecesi sürecine dâhilolan öğretmenlerin farkındalık düzeylerinin sürece dahil olmayan öğretmenlerinfarkındalık düzeylerinden daha fazla olduğu söylenebilir ve ders imecesimesleki gelişim sürecinin öğrenci düşünüşü üzerine öğretmenlerin farkındalıkdüzeylerini arttırdığını göstermektedir.
KW  - Ders imecesi modeli
KW  - öğretmenin fark etmesi
KW  - farkındalık düzeyi
KW  - matematik öğretmenleri
N2  - The purpose of the study is to investigate thenoticing levels of six teachers about students’ mathematical thinking. The fourof teachers participated in the lesson study professional development process, and the rest did not participate inthe process of lesson study. Nearly two months after the lesson studyimplementations were completed with the participant teachers, these sixteachers were asked to write a report to evaluate the teaching process afterthey would watch the video recorded lessons. The data collection tools of thiscase study were the video recordings which the participants watched,participants’ evaluation reports and unstructured interviews. The theoreticalframework developed by van Es (2011) was used to interpret the effects oflesson study process on the teachers’ noticing levels towards their students’mathematical thinking. The findings showed that the noticing levels of theteachers, who participated in the lesson study process, appeared to be higher thanthe non-participant teachers. The findings also showed that lesson studyprofessional development process increased teachers’ noticing levels onstudents’ mathematical thinking.
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UR  - https://doi.org/10.16949/turkbilmat.359103
L1  - https://dergipark.org.tr/en/download/article-file/443323
ER  -