TY  - JOUR
T1  - Matematiksel Problemler Aracılığıyla Eğitimsel Değerlerin Aktarımı: Kuramsal Bir Çalışma
TT  - The Transmission of Educational Values through Mathematical Problems: A Theoretical Study
AU  - Aşıcı, Fahrettin
AU  - Dede, Yüksel
PY  - 2019
DA  - June
DO  - 10.17522/balikesirnef.518832
JF  - Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education
JO  - NEF-EFMED
PB  - Balıkesir University
WT  - DergiPark
SN  - 1307-6086
SP  - 260
EP  - 283
VL  - 13
IS  - 1
LA  - tr
AB  - Son yıllarda matematiköğretiminde duyuşsal alanın önemini ortaya koyan çalışmaların artması,matematik öğretiminde bilişsel faktörlerin yanında duyuşsal faktörlerin dedikkate alınmasının gerekliliğini ortaya koymuştur. Tutum ve inanç gibiduyuşsal boyutlara göre daha derin yapılar içeren “değer” kavramı da bu süreçteönem kazanmıştır. Bu kapsamda, ülkemizde yayımlanan ilkokul ve ortaokul ileortaöğretim matematik öğretim programlarında (Milli Eğitim Bakanlığı [MEB],2018;a 2018b) ilk kez 10 adet değer, -adalet, dostluk, dürüstlük, öz denetim,sabır, saygı, sevgi, sorumluluk, vatanseverlik ve yardımseverlik- tanımlanmışve bu değerler, ilgili kazanımlarla ilişkilendirilmiştir. Ancak buna rağmen;değerlerin, matematik sınıflarında nasıl yer alacağı konusunda yeterinceaçıklama ve netlik bulunmamaktadır. Bu bağlamda şimdiki çalışmada, matematikselproblem çeşitleri aracılığıyla matematik derslerinde değer aktarımlarının nasılyapılabileceğine yönelik örneklere, bu örneklerin öğrencilere aktardığı değer çeşitlerineve bunlara ilişkin tartışmalara yer verilmiştir. Ayrıca, ileri çalışmalar içinaraştırmacılar ile öğretim programı yapıcılarına ve uygulayıcılarına da bukapsamda çeşitli önerilerde bulunulmuştur.
KW  - Değerler
KW  - eğitimsel değerler
KW  - matematiksel değerler
KW  - matematiksel problemler
N2  - In recent years increasing the number of studies that emphasize theimportance of affective domain in mathematics teaching has revealed thenecessity of shaping the teaching in the classroom in this context. For thisreason, values in mathematics teaching have rarely started to take place inmathematical issues. Thus the Ministry of National Education in Turkey hasdefined and used 10 root values- justice, friendship, honesty, self-control,patience, respect, love, responsibility, patriotism and helpfulness- inmathematics education programs for the first time in 2017. However, although thenecessity to focus is emphasized in the curriculum, there is not enoughexplanation and clarity about how the values will take place in mathematicsclasses. Therefore, in this study, it will be explained how various types ofproblems can be used in order to bring the values to the mathematics classesand various examples will be included.
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UR  - https://doi.org/10.17522/balikesirnef.518832
L1  - https://dergipark.org.tr/en/download/article-file/748470
ER  -