Middle School Mathematics Teachers’ Opinions on Estimation

Year 2017, , 48 - 80, 30.06.2017

Burçak Boz-yaman , Safure Bulut

https://doi.org/10.17522/balikesirnef.354985

Cited By: 8

Abstract

The purpose of the study is to investigate 5-8th
grades mathematics teachers’ opinions on estimation. The phenomenological
research design is used. The semi-structured interviews were conducted with
seven teachers who have been experienced in various mathematics curricula.
According to analysis, definition of estimation, types of estimation,
strategies of estimation, instructional activities in/out of the class,
difficulties during teaching of estimation and importance of estimation are
seven themes of the study. The results are revealed that most of the teachers
could not define estimation and identify types and strategies of estimation.
Even though they thought that estimation is an important skill for daily life
but they do not provide appropriate teaching environments. The most important
reason is that teachers do not believe the necessity of learning estimation,
they think that estimations is not going to be asked in the national exams and
they do not have enough competency about estimation. 

Keywords

estimation middle school mathematics teachers, mathematics curriculum

Ortaokul Matematik Öğretmenlerinin Tahmin Hakkındaki Görüşleri

Abstract

Bu araştırmada
5-8. sınıflar matematik öğretmenlerinin tahmin becerisi hakkındaki görüşleri
incelenmiştir. Çalışmada nitel araştırma desenlerinden olgu bilim
kullanılmıştır. Farklı ilköğretim matematik dersi öğretim programlarında
çeşitli deneyimlere sahip yedi öğretmen ile yarı-yapılandırılmış görüşmeler
yapılmıştır. Yapılan analizler sonucunda tahmin tanımı, tahmin becerisinin
çeşitleri, tahmin becerisi için kullanılan stratejiler, sınıf içi/dışı
uygulamalar, tahmin öğretiminde karşılaşılan zorluklar ve tahmin becerisinin
öğretim programındaki yeri olmak üzere yedi tema oluşturulmuştur. Elde edilen
sonuçlara göre matematik öğretmenleri tahmin becerisinin tanımını tam olarak
yapamamakla birlikte, çeşitlerini ve stratejilerini de tam olarak ortaya koyamamaktadır.
Öğretmenler bu becerinin günlük yaşamda önemli bir beceri olduğunu
söylemelerine rağmen matematik derslerinde bu becerinin öğretimine dair
herhangi bir işleniş yapmadıklarını dile getirmektedirler. Bunun altında yatan
en önemli sebepler; öğretmenlerin bu becerinin öğretilmesi gerekliliğine
inanmadıkları, ülke çapındaki sınavlarda soru olarak öğrencilerin karşısına
çıkmayacağını düşünmeleri ve kendilerinin de bu konuda yeterli donanıma sahip
olmadıklarını düşünmeleri olarak sıralanabilir.

Keywords

tahmin, ortaokul matematik öğretmeni, matematik dersi öğretim programı

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