PEER PROBLEM SOLVING AS AN INSTRUCTIONAL STRATEGY TO ENHANCE MATHEMATICAL DISCOURSE IN 6TH GRADE MATHEMATICS

Year 2014, Volume: 2 Issue: 1(ÖZEL), 149 - 156, 23.09.2014

Defne Kaya , Sertel Altun

Abstract

Recent studies on mathematics education focus on improving higher order thinking skills instead
of merely attaining and using knowledge. Deep understanding of mathematics requires to engage in the
processes of mathematical thinking. Defining and solving problems, discovering patterns, making conjectures,
inferences and justifying one's own thinking are among those mathematical processes. Using mathematical talk,
discussion and discourse to promote new goals of mathematics education have been widely researched in the last
decades. For these reasons, creating a classroom atmosphere which provides a fruitful communication is an
important area for research in mathematics education. The purpose of the study was to implement and investigate
an instructional strategy to enhance mathematical discourse among students. Students' approaches to
mathematical discourse as a learning tool is also examined. Qualitative methodology was used to investigate the
effectiveness of group problem solving as an instructional strategy in fostering mathematical discourse. A two
hour lesson plan was developed and implemented to 20 students attending 6th grade. Students filled open-ended
question forms before and after implementation. Researchers also made observations and took field notes during
the implementation. Content analysis was used to analyze data. Findings of the study indicated that group
problem solving is an effective way to foster mathematical discourse in the classroom. Students pointed out that
they enjoy and learned from mathematical talk they engaged in this group activity. Observation and field notes
also indicated if the instruction presents a problem to solve through groupwork students need to engage in
mathematical talk.

Keywords

mathematical communication, mathemtical discussion, mathemtical discourse, peer learning, problem solving, mathematics education

AKRAN GRUPLARINDA PROBLEM ÇÖZMENİN 6. SINIF MATEMATİK DERSİNDE MATEMATİKSEL TARTIŞMAYI GELİŞTİRME AMAÇLI BİR ÖĞRETİM YÖNTEMİ OLARAK KULLANILMASI

Abstract

Matematik eğitimi üzerine yapılan son çalışmalarda bilginin edinilmesi ve kullanılmasından çok
öğrencilerde düşünme becerilerinin geliştirilmesine odaklanılmaktadır. Anlamlı matematik öğrenimi
matematiksel düşünme süreçleri içerisine girmeyi gerektirmektedir. Problemi tanımlama ve çözme, örüntüleri
keşfetme, tahminlerde ve çıkarımlarda bulunma ile kendi fikir ve düşünme süreçlerini savunma matematiksel
düşünme süreçleri kapsamına girmektedir. Matematik eğitiminin söz konusu amaçlarına ulaşmak için
matematiksel konuşma ve tartışma kavramları üzerinde yapılmış bir çok araştırma bulunmaktadır. Buradan
hareketle sınıf ortamında verimli bir matematiksel tartışma deneyiminin oluşturulması matematik eğitimi
alanında önemli bir çalışma konusu olarak ön plana çıkmaktadır. Çalışmanın amacı sınıf ortamında matematiksel
tartışmayı geliştirmek için bir öğretim yöntemi uygulamak ve etkilerini incelemektir. Öğrencilerin bir matematik
öğrenme yöntemi olarak matematiksel tartışma hakkında neler düşündükleri de çalışma kapsamında ele
alınmıştır. Akran gruplarında problem çözmenin matematiksel tartışma ortamını geliştirme üzerindeki etkisini
incelemek üzere nitel araştırma deseni kullanılmıştır. Bunun için iki saatlik bir ders planı geliştirilmiş ve 6.sınıfa
devam eden 20 öğrenciye uygulanmıştır. Öğrenciler uygulama öncesi ve sonrasında açık uçlu sorulardan oluşan
anketleri doldurmuşlardır. Araştırmacılar uygulamayı gözlemleyerek saha notları tutmuşlardır. Verilerin çözümlenmesi için içerik analizi kullanılmıştır. Bulgular akran gruplarında problem çözmenin matematiksel
tartışma ortamı oluşturmada etkili olduğunu işaret etmektedir. Öğrenciler grup çalışması sırasında
gerçekleştirdikleri matematiksel tartışmadan öğrendiklerini ve keyif aldıklarını dile getirmişlerdir. Yapılan
gözlemler ile de öğrenciler için tasarlanan grup çalışmalarının onları matematiksel konuşmaya teşvik ettiği
görülmüştür.

Keywords

matematiksel iletişim, matematiksel tartışma, matematiksel konuşma, akran öğrenimi, problem çözme

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