İlköğretim Matematik Öğretmen Adayları İçin Matematiğin Doğasına Yönelik İnanç Ölçeği (MDYİÖ): Bir Keşfedici Karma Desen Çalışması

Year 2019, , 69 - 98, 30.06.2019

Pınar Akyıldız , Yüksel Dede

https://doi.org/10.17984/adyuebd.539351

Cited By: 4

Abstract

Bu çalışmanın
amacı, ilköğretim matematik öğretmen adaylarının matematiğin doğasına yönelik
inançlarını belirlemek için geçerlik ve güvenirlik düzeyi yüksek bir ölçek
geliştirmektir. Çalışma, keşfedici karma desen kullanılarak yapılmıştır. Çalışmanın
nitel araştırma deseni tekli durum çalışması, nicel araştırma deseni ise
tarama çalışması ile yürütülmüştür. Çalışmanın nitel kısmının katılımcıları,
kolay ulaşılabilir örnekleme yöntemiyle belirlenmiş olan 53 son sınıf
ilköğretim matematik öğretmen adayıdır. Nicel çalışmanın katılımcıları ise
kolay ulaşılabilir örnekleme yöntemiyle belirlenen 499 ilköğretim matematik
öğretmen adayıdır. Çalışmanın nitel kısmındaki veriler iki açık uçlu sorudan
oluşan bir görüş formu yoluyla toplanmıştır. Nitel verilerin analizi, anlamsal
içerik analizi kullanılarak yapılmıştır. Çalışmanın nitel verilerinin
sonuçları, öğretmen adaylarının matematiksel inançlarının, araç-odaklı,
amaç-odaklı, ilerleme-odaklı ve işlev-odaklı matematiksel inançlar olmak üzere
dört kategoride toplandığını ortaya koymuştur. Bu dört kategoriye dayalı ölçek
maddeleri yazılmış ve bu aşamada literatürdeki diğer ilgili ölçek maddeleri
kullanılmamıştır. Bu süreç sonunda elde edilen ölçek maddelerinin öğretmen
adaylarına uygulanmasıyla elde edilen verilere geçerlik-güvenirlik
çalışmaları, açımlayıcı faktör analizi, %27’lik alt-üst grup
karşılaştırmaları, madde-toplam korelasyonu ve Cronbach’s Alpha değerleri
hesaplanarak yapılmıştır. Çalışmanın sonuçları, iki faktörlü geçerlik ve
güvenirlik düzeyi yüksek bir ölçeği ortaya çıkarmıştır.

Keywords

Matematiğin doğasına yönelik inanç, matematik öğretmen adayları, keşfedici karma desen, inanç ölçeği

A Belief Questionnaire about the Nature of Mathematics for Turkish Preservice Mathematics Teachers: An Exploratory Mixed Methods Study

Abstract

The purpose of this study
is to develop a highly valid and reliable scale which determines pre-service
mathematics teachers’ beliefs towards the nature of mathematics. The study was
carried out using the exploratory mixed methods. The qualitative research
design of the study was conducted with a single case study and the
quantitative research design was carried out with a descriptive survey study.
The participants of the qualitative part of the study are 53 senior
pre-service mathematics teachers, selected by convenient sampling method. The
quantitative part of the study comprises 499 participants, who are pre-service
mathematics teachers, selected by convenient sampling method. The data in the
qualitative part of the study were collected through a feedback form which has
two open-ended questions. The analysis of qualitative data was conducted by
means of semantic content analysis. The results of the qualitative analysis of
the study revealed that the mathematical beliefs of pre-service teachers are
divided into four categories: tool-oriented, aim-oriented, progress-oriented,
and function-oriented mathematical beliefs. Scale items were written based on
these four categories and other relevant scale items in the literature were
not used at this stage. Validity-reliability studies, exploratory factor analysis,
27% upper and lower group comparisons, item-total correlation and Cronbach's
Alpha values were calculated by applying the scale items obtained from this
process to the pre-service teachers. The results of the study reveal a
two-factor scale with a high validity and reliability.

Keywords

Beliefs about the nature of mathematics, pre-service mathematics teachers, exploratory mixed methods, beliefs questionnaire.

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