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UZAKTAN EĞİTİM SÜRECİNDE İLKOKUL MATEMATİK DERSLERİ NASIL İŞLENİYOR? BİR DURUM ÇALIŞMASI

Year 2021, Volume: 8 Issue: 3, 662 - 674, 31.07.2021

Abstract

Kovid 19 pandemisi nedeniyle tüm eğitim kademelerinde eğitim uzaktan eğitimle devam etmektedir ancak ilkokul dönemi öğrencilere uzaktan eğitimle bilgisayar başında eğitim verilmesinin zor olduğu bir dönemdir. Bununla birlikte uzaktan eğitimin matematik derslerini nasıl etkilediği de önemlidir çünkü matematik birçok dersin temelini oluşturur ve bu alandaki eksikliklerin ileride telafisi zordur. Bu nedenle bu çalışmada uzaktan eğitimle işlenen ilkokul matematik derslerinin incelenmesi amaçlanmıştır. Durum çalışması şeklinde yürütülen araştırma Sınıf Eğitimi Anabilim Dalı Öğretmenlik Uygulaması I ve II dersi kapsamında gerçekleştirilmiştir. Araştırmanın verileri bu dersi alan 14 öğretmen adayı tarafından doldurulan ders gözlem formları ile toplanmıştır. Gözlem formlarından elde edilen veriler açık ve seçici kodlama ile analiz edilmiş ve Maxqda programında modeller çizilmiştir. Veri analizi sonucunda ortaya çıkan kodlar planlama, öğretim süreci, sınıf yönetimi ve iletişim temalarında toplanmıştır. Araştırma sonucunda öğretmenlerin uzaktan eğitimle işledikleri matematik derslerini ders öncesi iyi biçimde planladıklarını, farklı yöntemlerle ve ağırlıklı olarak teknolojik materyallerle işlediklerini ortaya koymuştur. Ancak bu süreçte ders süresi ve sınıf yönetimi konusunda zorluklar yaşandığı belirlenmiştir.

References

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  • Castro, W. F., Pino-Fan, L. R., Lugo-Armenta, J. G., Toro, J. A., & Retamal, S. (2020). A Mathematics Education Research Agenda in Latin America Motivated by Coronavirus Pandemic. EURASIA Journal of Mathematics, Science and Technology Education, 16(12), 1-14. https://doi.org/10.29333/ejmste/9277
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  • İrfan, M., Kusumaningrum, B., Yulia, Y., & Widodo, S. A. (2020). Challenges during the pandemic: use of e-learning in mathematics learning in higher education. Infinity Journal, 9(2), 147-158. https://doi.org/10.22460/infinity.v9i2.p147-158
  • İşman, A. (2011). Uzaktan eğitim. Ankara: Pegem Akademi.
  • Kaden, U. (2020). COVID-19 school closure-related changes to the professional life of a K–12 teacher. Education Sciences, 10(6), 165. https://doi.org/10.3390/educsci10060165
  • Khirwadkar, A., Khan, S. I., Mgombelo, J., Obradovic-Ratkovic, S., & Forbes, W. A. (2020). Reimagining Mathematics Education during the COVID-19 Pandemic. Brock Education: A Journal of Educational Research and Practice, 29(2), 42-46.
  • Mendoza, D., Cejas, M., Rivas, G., & Varguillas, C. (2021). Anxiety as a prevailing factor of performance of university mathematics students during the COVID-19 pandemic. The Education and science journal, 23(2), 94-113. https://doi.org/10.17853/1994-5639-2021-2-94-113
  • Merriam, S. B. (2009). Qualitative research: a guide to design and and implementation. USA: Jossey-Bass.
  • Mulenga, E. M., & Marbán, J. M. (2020). Prospective teachers’ online learning Mathematics activities in the age of COVID-19: A cluster analysis approach. EURASIA Journal of Mathematics, Science and Technology Education, 16(9), em1872. https://doi.org/10.29333/ejmste/8345
  • Olkun, S., & Uçar, Z. T. (2012). İlköğretimde etkinlik temelli matematik öğretimi. Ankara: Eğiten kitap.
  • Selçuk, Z. (2001). Okul deneyimi ve uygulama. Nobel Yayın Dağıtım.
  • Toquero, C. M. (2020). Challenges and Opportunities for Higher Education Amid the COVID-19 Pandemic: The Philippine Context. Pedagogical Research, 5(4), 1-5. https://doi.org/10.29333/pr/7947
  • Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. W. (2014). İlkokul ve ortaokul matematiği gelişimsel yaklaşımla öğretim (7. Baskı). (Çev. Ed. S. Durmuş). Ankara: Nobel Yayınları.
  • Varela, D. G., & Fedynich, L. (2020). Leading schools from a social distance: Surveying south texas school district leadership during the COVID-19 pandemic. In National Forum of Educational Administration and Supervision Journal, 38(4), 1-10.
  • Vomvoridi-Ivanovic, E., & Ward, J. K. (2021). Academic Motherhood in Mathematics Teacher Education during COVID-19: Breaking the Silence and Shifting the Discourse. REDIMAT-Journal of Research in Mathematics Education, 10(1), 41-61. http://dx.doi.org/10.17583/redimat.2021.6436
  • Yıldırım, B. (2021). Preschool education in Turkey during the Covid-19 pandemic: A phenomenological study. Early Childhood Education Journal, 1-17. https://doi.org/10.1007/s10643-021-01153-w
Year 2021, Volume: 8 Issue: 3, 662 - 674, 31.07.2021

Abstract

References

  • Almanthari, A., Maulina, S., & Bruce, S. (2020). Secondary school mathematics teachers’ views on E-learning implementation barriers during the COVID-19 pandemic: the case of Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), 1-9. https://doi.org/10.29333/ejmste/8240
  • Altun, M. (2014). Eğitim fakülteleri ve sınıf öğretmenleri için matematik öğretimi. Bursa: Alfa basım yayım dağıtım.
  • Baykul, Y. (2011). İlköğretimde matematik öğretimi: 1-5. sınıflar için (Geliştirilmiş 10. Baskı). Ankara: Pegem A. Yayıncılık.
  • Borba, M. C. (2021). The future of mathematics education since COVID-19: humans-with-media or humans-with-non-living-things. Educational Studies in Mathematics, 1-16. https://doi.org/10.1007/s10649-021-10043-2
  • Castro, W. F., Pino-Fan, L. R., Lugo-Armenta, J. G., Toro, J. A., & Retamal, S. (2020). A Mathematics Education Research Agenda in Latin America Motivated by Coronavirus Pandemic. EURASIA Journal of Mathematics, Science and Technology Education, 16(12), 1-14. https://doi.org/10.29333/ejmste/9277
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2. Ed.). London: Sage publications.
  • Creswell, J. W., Hanson, W. E., Clark Plano, V. L., & Morales, A. (2007). Qualitative research designs: Selection and implementation. The counseling psychologist, 35(2), 236-264. https://doi.org/10.1177/0011000006287390
  • Daniel, J. (2020). Education and the COVID-19 pandemic. Prospects, 49(1), 91-96. https://doi.org/10.1007/s11125-020-09464-3
  • Engzell, P., Frey, A., & Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences, 118(17), 1-7. https://doi.org/10.1073/pnas.2022376118
  • İnce, E. Y., Kabul, A., & Diler, İ. (2020). Distance education in higher education in the COVID-19 pandemic process: A case of Isparta Applied Sciences University. Distance Education, 4(4), 343-351. https://doi.org/10.46328/ijtes.v4i4.112
  • İrfan, M., Kusumaningrum, B., Yulia, Y., & Widodo, S. A. (2020). Challenges during the pandemic: use of e-learning in mathematics learning in higher education. Infinity Journal, 9(2), 147-158. https://doi.org/10.22460/infinity.v9i2.p147-158
  • İşman, A. (2011). Uzaktan eğitim. Ankara: Pegem Akademi.
  • Kaden, U. (2020). COVID-19 school closure-related changes to the professional life of a K–12 teacher. Education Sciences, 10(6), 165. https://doi.org/10.3390/educsci10060165
  • Khirwadkar, A., Khan, S. I., Mgombelo, J., Obradovic-Ratkovic, S., & Forbes, W. A. (2020). Reimagining Mathematics Education during the COVID-19 Pandemic. Brock Education: A Journal of Educational Research and Practice, 29(2), 42-46.
  • Mendoza, D., Cejas, M., Rivas, G., & Varguillas, C. (2021). Anxiety as a prevailing factor of performance of university mathematics students during the COVID-19 pandemic. The Education and science journal, 23(2), 94-113. https://doi.org/10.17853/1994-5639-2021-2-94-113
  • Merriam, S. B. (2009). Qualitative research: a guide to design and and implementation. USA: Jossey-Bass.
  • Mulenga, E. M., & Marbán, J. M. (2020). Prospective teachers’ online learning Mathematics activities in the age of COVID-19: A cluster analysis approach. EURASIA Journal of Mathematics, Science and Technology Education, 16(9), em1872. https://doi.org/10.29333/ejmste/8345
  • Olkun, S., & Uçar, Z. T. (2012). İlköğretimde etkinlik temelli matematik öğretimi. Ankara: Eğiten kitap.
  • Selçuk, Z. (2001). Okul deneyimi ve uygulama. Nobel Yayın Dağıtım.
  • Toquero, C. M. (2020). Challenges and Opportunities for Higher Education Amid the COVID-19 Pandemic: The Philippine Context. Pedagogical Research, 5(4), 1-5. https://doi.org/10.29333/pr/7947
  • Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. W. (2014). İlkokul ve ortaokul matematiği gelişimsel yaklaşımla öğretim (7. Baskı). (Çev. Ed. S. Durmuş). Ankara: Nobel Yayınları.
  • Varela, D. G., & Fedynich, L. (2020). Leading schools from a social distance: Surveying south texas school district leadership during the COVID-19 pandemic. In National Forum of Educational Administration and Supervision Journal, 38(4), 1-10.
  • Vomvoridi-Ivanovic, E., & Ward, J. K. (2021). Academic Motherhood in Mathematics Teacher Education during COVID-19: Breaking the Silence and Shifting the Discourse. REDIMAT-Journal of Research in Mathematics Education, 10(1), 41-61. http://dx.doi.org/10.17583/redimat.2021.6436
  • Yıldırım, B. (2021). Preschool education in Turkey during the Covid-19 pandemic: A phenomenological study. Early Childhood Education Journal, 1-17. https://doi.org/10.1007/s10643-021-01153-w
There are 24 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Özlem Özçakır Sümen 0000-0002-5140-4510

Publication Date July 31, 2021
Published in Issue Year 2021 Volume: 8 Issue: 3

Cite

APA Özçakır Sümen, Ö. (2021). UZAKTAN EĞİTİM SÜRECİNDE İLKOKUL MATEMATİK DERSLERİ NASIL İŞLENİYOR? BİR DURUM ÇALIŞMASI. Avrasya Sosyal Ve Ekonomi Araştırmaları Dergisi, 8(3), 662-674.