Evaluation of the Probability Teaching-Learning Process Based on Mathematics Teachers' Views

Year 2022, , 1621 - 1641, 29.12.2022

Selçuk Fırat , Ramazan Gürbüz

https://doi.org/10.17240/aibuefd.2022.22.74506-1192410

Abstract

In this study, it is aimed to evaluate the probability teaching-learning process based on the views of mathematics teachers. In the research case study which is one of the qualitative research methods was used. The participants of the study consisted of eight middle and eight high school mathematics teachers and 66 students of these teachers were determined by purposive sampling. The data of the research were collected in three stages by using semi-structured interview forms and probability problems. The data obtained from the study were analyzed by open coding and axial coding methods. According to the results obtained from the first and second stages of the research, most of the teachers stated that the time allocated for the probability teaching is not enough to perform conceptual learning. High school teachers also point out that different outcomes at different levels are causing problems in the teaching of probability. While middle school teachers stressed the need to begin at an earlier age to probability teaching, high school teachers often said that they had to start with the high school level. Teachers stated that they used routine question types in the probability teaching process. In line with their views, it was determined that they reached correct solutions more than non-routine ones. Moreover, teachers made more realistic predictions about their students’ solutions to routine problems than non-routine problems.

Keywords

Probabilty, Probabilty Teaching-Learning Process, Middle School Teachers, High School Teachers.

Olasılık Öğretme-Öğrenme Sürecinin Matematik Öğretmenlerinin Görüşlerine Dayalı Olarak Değerlendirilmesi

Abstract

Bu çalışmada olasılık öğretme-öğrenme sürecinin matematik öğretmenlerinin görüşlerine dayalı olarak değerlendirilmesi amaçlanmıştır. Nitel araştırma yöntemlerinden durum çalışması deseni ile gerçekleştirilmiş olan çalışmada katılımcılar amaçsal örneklem yolu ile belirlenen sekiz ortaokul, sekiz lise matematik öğretmeni ve bu öğretmenlerin 66 öğrencisinden oluşmaktadır. Araştırmanın verileri yarı yapılandırılmış görüşme formları ve olasılık problemleri kullanılarak üç aşamada toplanmıştır. Araştırmadan elde edilen veriler, açık kodlama ve eksensel kodlama yöntemleri kullanılarak analiz edilmiştir. İlk iki aşamadan elde edilen verilerin analizi sonucunda öğretmenlerin çoğunluğunun olasılık konusuna ayrılan sürenin kavramsal öğrenmeyi gerçekleştirmek için yeterli olmadığı görüşünde oldukları belirlenmiştir. Lise öğretmenleri, kazanımların dağınık olmasından memnun olmadıklarını ve bu durumun olasılık öğretiminde sorunlara neden olduğunu belirtmişlerdir. Ortaokul öğretmenleri, olasılık konusunun öğretiminin daha küçük yaşlardan başlaması gerektiğini vurgulamışlar ancak lise öğretmeleri ise genel olarak lise seviyesinden başlaması gerektiğini belirtmişlerdir. Öğretmenler olasılık öğretim sürecinde rutin problem tiplerini kullandıklarını belirtmişler ve bu görüşleriyle paralel olarak bu sorularda daha fazla doğru çözüme ulaşmışlardır. Ayrıca öğretmenler öğrencilerinin çözümleri hakkında rutin olmayan problemlere göre rutin problemlerin çözümünde daha gerçekçi tahminlerde bulunmuşlardır.

Keywords

Olasılık, Olasılık Öğretme-Öğrenme Süreci, Ortaokul Matematik Öğretmenleri, Lise Matematik Öğretmenleri.

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