Denklem ve Eşitsizlik Kavramları Bağlamında Rutinleştirme:Bir Durum Çalışması

Abstract

Bu çalışmanın amacı, ampirik örnekler sunarak, rutinleştirme bağlamında öğrenme süreçlerinin yapısını açığa çıkarmaktır. Bu doğrultuda bir lise öğrencisinin denklem ve eşitsizlik sistemlerini içeren görev durumlarında söyleme katılım biçimlerini nesneleştirme, esneklik, bağlılık, gerekçelendirme, katılımcının yetkinliği ve uygulanabilirlik özellikleri bağlamında incelenmiştir. Bu nedenle çalışma, nitel araştırma yöntemlerinden biri olan durum çalışması olarak tasarlanmıştır. Çalışmanın katılımcısı Elif, bir devlet lisesinde sayısal ağırlıklı derslerle eğitim gören bir 11. sınıf öğrencisidir. Araştırmanın bulguları yarı-yapılandırılmış bireysel ve odak grup görüşmeleri aracılığıyla toplanmıştır. Çalışmanın bulguları Elif’in bireysel görüşmede söyleme başkalarını taklit etme yoluyla ritüel bir katılım sergilerken, odak grup görüşmelerinde katılımcının kavramların yapısına yönelik farkındalığının oluşmasıyla daha keşifsel bir katılım sergilediğini göstermiştir. Çalışmanın bulgularına göre, öğrencilerin kendilerinden daha tecrübeli olarak gördüğü katılımcıların rutinleri üzerine düşünerek kendi rutinini uyguladığında söyleme daha keşifsel bir şekilde katılabildiği görülmüştür. Ayrıca rutinleştirme bağlamında öğrenmenin gerçekleşebilmesi için bireyin bir yandan söyleme katılması, bir yandan da rutinlerinin süreç odaklı olmaktan sonuç odaklı olmaya doğru gelişmesi için çaba göstermesi gerektiği tespit edilmiştir.

Keywords

• Matematiksel söylem
• rutin
• ritüel katılım
• keşifsel katılım
• denklem ve eşitsizlikler
• lise öğrencileri

Routinization in the Context of Equation and Inequality Concepts: A Case Study

Abstract

This study aims to reveal the structure of learning as routinization by providing empirical examples. The participation of a high school student in discourse in task situations involving systems of equations and inequalities was examined in terms of objectification of the discourse, flexibility, bondedness, substantiability, performer’s agentivity, and applicability. The study was designed as a case study, one of the qualitative research methods. Elif, the study participant, is an 11th-grade student studying courses focused on mathematics and science-oriented fields in a public high school. The data were collected through semi-structured individual and focus group interviews. Findings showed that Elif exhibited ritualistic participation by imitating others in the individual interview. In contrast, she exhibited more explorative participation in the focus group interviews as the participants became aware of the structure of the concepts. It was found that students’ participation in discourses was more explorative when they reflected on the routines of those they considered more experienced. It was also determined that for learning to occur as routinization, individuals should participate in discourse and make an effort to develop their routines from process-oriented to result-oriented.

Keywords

• Mathematical discourse
• routine
• ritualistic participation
• explorative participation
• equations and inequalities
• high school students

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