COVID-19 Sürecinde Uzaktan Eğitim ile Geometri Derslerinde Aktarılan Değerler

Abstract

COVID-19 salgını nedeniyle, ülkeler normal öğretim ortam ve süreçlerini (özellikle geleneksel yüz yüze eğitim) uzaktan eğitimle değiştirmek zorunda kalmıştır. Bu bağlamda bu çalışmanın amacı, Eğitim Bilişim Ağı [EBA] platformunda paylaşılan dokuzuncu sınıf matematik dersi içeriklerini matematik değerleri (matematiksel değerler ve matematik eğitimsel değerleri) açısından incelemektir. Bu anlamda bu çalışma, doküman incelemesine dayalı nitel bir araştırmadır. Veriler, Milli Eğitim Bakanlığı'na bağlı EBA’da yer alan 9. sınıf matematik dersi içeriklerinden elde edilmiş ve anlamsal içerik analizi kullanılarak analiz edilmiştir. Sonuçlar, nesnellik, açıklık, rasyonellik gibi matematiksel değerlerinin ve matematik öğrenmeye formalistik bakış açısı, sorgulama, araçsal anlama, olgular ve teoriler gibi matematik eğitim değerlerinin uzaktan eğitim matematik derslerinde sıklıkla vurgulandığını ortaya koymuştur. Araştırmanın sonuçları, ilgili literatürdeki (özellikle Türkiye bağlamında) yüz yüze matematik eğitimi çalışmalarının sonuçlarıyla da detaylı bir şekilde karşılaştırılmış ve bu bağlamda daha ileri çalışmalar için bazı önerilerde de bulunulmuştur.

Keywords

• Uzaktan eğitim
• 9. sınıf matematik dersi EBA içerikleri
• değerler
• matematik değerleri

Values Conveyed through Distance Education in Geometry Courses during COVID-19

Abstract

Due to the COVID-19 pandemic, countries have had to change their usual teaching environment, and processes (especially traditional face to face education) with distance education. The purpose of this study was to investigate the Grade 9 mathematics course contents shared on the EBA platform in terms of mathematics values (mathematical values and mathematics educational values). In this sense, this study was a qualitative research based on document review. Data were collected from the Grade 9 mathematics course contents that exist in the EBA affiliated to the Turkish Ministry of National Education and were analysed using semantic content analysis. The results showed that the mathematical values such as objectivism, openness, rationalism, and the mathematics educational values such as formalistic view of mathematics learning, inquiry, instrumental understanding, facts & theories are often emphasized in distance education mathematics courses. The results of the study were also compared in detail with the results of the face-to-face mathematics education studies in the relevant literature (especially in the context of Turkey) and in this context some suggestions were also made for further studies.

Keywords

• Uzaktan eğitim
• 9. sınıf matematik dersi EBA içerikleri
• değerler
• matematik değerleri

References

1. Arber, S. (1993). Designing samples. In G. N. Gilbert (Ed.), Researching social life (pp. 68-92). Sage.
2. Atweh, B., & Seah, W. T. (2008). Theorising values and their study in mathematics education. In P. L. Jeffery (Ed.), Proceedings of the 2007 AARE Conference. Association for Research in Education (AARE).
3. Bakker, A., & Wagner, D. (2020). Pandemic: lessons for today and tomorrow? Educational Studies in Mathematics. https://doi.org/10.1007/s10649-020-09946-3
4. Barbera, E. (2012). Foreword. In A. Juan, M. Huertas, S. Trenholm, & C. Steegmann (Eds.), Teaching mathematics online: Emergent technologies and methodologies (pp. viii-ix). Information Science Reference.
5. Bishop, A. J. (1988). Mathematical enculturation : A cultural perspective on mathematics education. Kluwer.
6. Bishop, A. J., FitzSimons, G., Seah, W. T., & Clarkson, P. (1999, December). Values in mathematics education: Making values teaching explicit in the mathematics classroom. Combined Annual Meeting of the Australian Association for Research in Education and the New Zealand Association for Research in Education, Melbourne, Australia.
7. Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Routledge.
8. Dede, Y. (2006). Mathematical values conveyed by high school mathematics textbooks. Educational Sciences: Theory & Practice, 6(1), 118-132.

9. Dede, Y. (2012). Why is mathematics valuable?: a comparison of Turkish and German mathematics teachers. Mathematics Education Bulletin- BOLEMA, 26(44), 1171-1206.
10. Dede, Y. (2015). Comparing primary and secondary mathematics teachers’ preferences regarding values about mathematics teaching in Turkey and Germany. International Journal of Science and Mathematics Education, 13(1), 227-255.
11. Dede, Y. (2019). Why Mathematics Is Valuable for Turkish, Turkish Immigrant and German Students? A Cross-Cultural Study. In P. Clarkson, W. T. Seah, & J. Pang (Eds.), Values and Valuing in Mathematics Education (pp. 143-156). Springer.
12. Dede, Y., & Tasos, B. (2019). Developing a questionnaire to evaluate Turkish students’ mathematics values and preferences. Journal of Theoretical Educational Science, 12(4), 1142-1163.
13. Diestler, S. (2012). Becoming a critical thinker: A user-friendly manual. Pearson.
14. Fraser, B. J. (1998). Science learning environment: Assessment, effect and determinants. In B. J. Fraser & K. G. Tobin (Eds.), The international handbook of science education (pp. 527–564). Kluwer.
15. Fraser, B. J. (2012). Classroom learning environments: Retrospect, context and prospect. In B. J. Fraser, K. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 1191-1239). Springer.
16. Haylock, D., & Thangata, F. (2007). Key concepts in teaching primary mathematics. Sage. Hill, B. V. (1991). Values education in Australian schools. Australian Council for Educational Research.
17. Juan, A., Huertas, M., Trenholm, S., & Steegmann, C. (2012). Preface. In A. Juan, M. Huertas, S. Trenholm, & C. Steegmann (Eds.), Teaching mathematics online: Emergent technologies and methodologies (pp. x-xiii). Information Science Reference.
18. Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 159-174.
19. Lim, C. S., & Ernest, P. (1997, March and June). Values in mathematics education: what is planned and what is espoused? British Society for Research into Learning Mathematics day conferences, Nottingham, England.
20. Lin, F.-C., Wang, C.-Y., Chin, C., & Chang, G.-Y. (2006). Why student teachers teach or do not teach the professed values. In J. Novotna, H. Moraova, M. Kratka, & N. Stehlikova (Eds.), Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 81-88). Charles University.
21. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
22. MacNealy, M. S. (1999). Strategies for empirical research in writing. Longman.
23. Ministry of National Education. (n.d.). Fırsatları Artırma ve Teknolojiyi İyileştirme Hareketi [Movement of Enhancing Opportunities and Improving Technology]. Milli Eğitim Bakanlığı. Retrieved 02.04.2020 from http://fatihprojesi.meb.gov.tr/about.html
24. Moore, M. G. (2019). The theory of transactional distance. In M. G. Moore & W. C. Diehl (Eds.), The handbook of distance education (pp. 32-46). Routledge.
25. National Council of Supervisors of Mathematics (NCSM) and the National Council of Teachers of Mathematics (NCTM). (2020). Moving Forward: Mathematics Learning in the Era of COVID-19. https://www.mathedleadership.org/docs/resources/NCTM_NCSM_Moving_Forward.pdf
26. Organisation for Economic Co-operation and Development [OECD]. (2019a). OECD Future of education and skills 2030: Conceptual learning framework. Attitudes and values. http://www.oecd.org/education/2030-project/teaching-and-learning/learning/attitudes-and-values/Attitudes_and_Values_for_2030_concept_note.pdf
27. Organisation for Economic Co-operation and Development [OECD]. (2019b). OECD Future of education and skills 2030: What is the Learning Compass? http://www.oecd.org/education/2030-project/teaching-and-learning/learning
28. Organisation for Economic Co-operation and Development [OECD]. (2019c). An OECD Learning Framework 2030. In C. Bast & D. F. J. Campbell (Eds.), The Future of Education and Labor (pp. 23-35). Springer.
29. Organisation for Economic Co-operation and Development [OECD]. (2019d). PISA 2018 Results (Volume I): What Students Know and Can Do (Vol. I). Author. https://doi.org/http://dx.doi.org/10.1787/9789264266490-en
30. Powe, K. W. (1993). Values education and the local school board. Updating School Board Policies, 24(6), 1-4.
31. Seah, W. T. (1999). The portrayal and relative emphasis of mathematical and mathematics educational values in Victoria and Singapore lower secondary mathematics textbooks: A preliminary study Monash University]. Melbourne, Australia.
32. Seah, W. T. (2003, November-December). The professional socialisation of teachers in transition: A values perspective. International Education Research Conference AARE-NZARE, Auckland, New Zealand.
33. Seah, W. T. (2008). Valuing values in mathematics education. In P. Clarkson & N. Presmeg (Eds.), Critical issues in mathematics education: Major contributions of Alan Bishop (pp. 239–252). Springer.
34. Seah, W. T. (2011). Study 3 What I find important (in maths learning): Discussion paper [Unpublished manuscript].
35. Seah, W. T., & Andersson, A. (2015). Valuing diversity in mathematics pedagogy through the volitional nature and alignment of values. In A. J. Bishop, H. Tan, & T. N. Barkatsas (Eds.), Diversity in mathematics education (pp. 167-183). Springer.
36. Seah, W. T., Baba, T., & Zhang, Q. (2017). The WIFI study: Students’ valuing of mathematics learning in Hong Kong and Japan. In J.-W. Son, T. Watanabe, & J.-J. Lo (Eds.), What Matters? Research Trends in International Comparative Studies in Mathematics Education (pp. 333-354). Springer.
37. Seah, W. T., & Bishop, A. J. (2000, April). Values in mathematics textbooks: A view through two Australasian regions. Annual Meeting of the American Educational Research Association, New Orleans, LA.
38. Tavşancıl, E., & Aslan, A. E. (2001). Sözel, yazılı ve diğer materyaller için içerik analizi ve uygulama örnekleri[Content analysis and application examples for oral, written and other materials]. Epsilon.
39. Taylor, R. L. (2015). Community college perceptions of online education. A review of the literature. In A. G. Scheg (Ed.), Critical examinations of distance education transformation across disciplines (pp. 237-259). Information Science Reference.
40. White, L. A. (1959/2007). The evolution of culture : The development of civilization to the fall of Rome. Left Coast. Table of contents only http://www.loc.gov/catdir/toc/ecip078/2007000279.html
41. Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences]. Seçkin.
42. Zhang, Q., Barkatsas, T., Law, H.-Y., Leu, Y.-C., Seah, W. T., & Wong, N.-Y. (2016). What primary students in the Chinese Mainland, Hong Kong and Taiwan value in mathematics learning: A comparative analysis. International Journal of Science and Mathematics Education, 14(5), 907-924.