Ortaokul Matematik Öğretmenlerinin Öğrencilerinin Sosyo-akademik Geçmişleri Hakkındaki Bilgisi

Year 2017, , 109 - 135, 18.12.2017

Özlem Albayrakoğlu Selda Yıldırım

https://doi.org/10.17522/balikesirnef.373156

Abstract

Bu çalışmanın
amacı, Türkiye'de ortaokul matematik öğretmenlerinin öğrencilerinin
sosyo-akademik geçmişleri hakkındaki bilgilerini incelemektir. Çalışma, nitel
araştırma desenlerinden durum çalışmasıdır. Amaçlı örneklemeyle seçilen
ortaokul matematik öğretmenleriyle görüşmeler yapılmış, elde edilen veriler
içerik analiziyle çözümlenmiş ve yorumlanmıştır. Elde edilen sonuçlara göre, öğretmenlerin
öğrenci sosyo-akademik bilgisi; öğrencilerin güçlü ve zayıf yönleri, önceki
öğretmelerle olan geçmişi, öğrenme yolları, öğretim hayatındaki durumları,
ilgileri ve ders dışı aktiviteleri, aile yapıları, ev ortamı ve bireysel
özelliklerinden oluşmaktadır. Sonuçlar, öğretmenlerin bu bilgilerini, öğretim
etkinlikleri sırasında, meslektaşlarla ve ailelerle konuşarak, öğrencilerle
öğretim dışında konuşarak, empati kurarak, tecrübelerine dayanarak, teknoloji kullanarak,
öğretim dışında öğrenci davranışlarını gözleyerek, öğrencinin arkadaşlarıyla
konuşarak elde ettiklerini göstermiştir. Öğretmenlerin bu bilgileri öğretim
sürecinde, uyarlama yapmak, ilişkilendirmek, hazırlık yapmak, bilgiyi
hatırlamak ve uygun kararı almak, öğrencilerin ihtiyaçlarının farkında olup
dikkate almak ve öğrencileri dahil etmek için kullandıkları görülmüştür.
Ayrıca, öğretmenler bu bilgiyi elde ederken ve kullanırken zorluklarla
karşılaşmaktadırlar.

Keywords

öğretmenin öğrenci bilgisi, öğrenci sosyo-akademik geçmişi, ortaokul matematik öğretmeni

Middle School Mathematics Teachers' Knowledge on Their Students' Socio-academic Backgrounds

Abstract

The aim of this study was to examine the middle
school mathematics teachers knowledge about their students' socio-academic
backgrounds in Turkey. In this case study, interviews were performed with
mathematics teachers whom selected by purposeful sampling. Content analysis
were used to analyze the data. According to participant teachers,
socio-academic knowledge consists of the students’ strengths and challenges,
students’ histories with previous teachers, students’ places on the learning
continuum and students’ ways of learning, students' interests and
extracurricular activities, family dynamics and home environment, and
personality traits of the students. It was found out that participant teachers
have obtained this knowledge through instructional talk, talking to colleagues
and family, having non-instructional talk with students, observing and
listening to students outside the classroom, using empathy, talking with
friends, reflecting on  prior experiences
and  using internet. In addition, they
use this knowledge in the teaching process for adjusting, connecting,
preparing, recognizing and responding students' needs and engaging students.
They also experience some difficulties when obtaining and using this knowledge.

Keywords

teachers’ knowledge of student, students' socio-academic backgrounds, middle school mathematics teachers

References

• Ahioğlu, E.N. (2008). Kültürel-tarihsel kuram çerçevesinde çocuk gelişimi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 41(1), 163-186.
• Aizikovitsh-Udi, E. & Star, J. (2011). The skill of asking good questions in mathematics teaching. Procedia Social and Behavioral Sciences, 15, 1354-1358.
• Akkaş, E.N. & Türnüklü, E. (2014). Middle school mathematics teachers' pedagogical content knowledge regarding teaching strategies on quadrilaterals. Educational Research and Reviews, 9 (7), 183-191.
• Arcavi, A. & Isoda M. (2007). Learning to listen: from historical sources to classroom practice. Educational Studies in Mathematics, 66 (2), 111-129.
• Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: what makes it special? Journal of Teacher Education, 59 (5), 389-407.
• Blazevic, I. (2016). Family, peer and school influence on children's social development. World Journal of Education, 6(2), 42-49.
• Bowen, N.K. & Powers, J.D. (2005). Knowledge gaps among school staff and the role of high quality ecological assessments in schools. Research on Social Work Practice, 15(6), 491-500.
• Cook, K. (2015). Understanding how national board certified secondary mathematics teachers integrate academic and social knowledge of students into their practice (Doctoral dissertation, Florida Atlantic University, Boca Raton, FL.)
• Fennema, E. & Franke, M. (1992). Teachers’ knowledge and its impact in: D.A. Grouws (Ed) Handbook of research on mathematics teaching and learning, New York: Macmillan Publishing.
• Hill, N.E., Castellino, D.R., Lansford, J.E. Nowlin, P., Dodge, K.A., Bates, J.E. & Pettit, G.S. (2004). Parent academic involvement as related to school behavior, achievement, aspirations: demographic variations across adolescence. Child Development,75(5), 1491-1509.
• Kim, R. & Albert, L. R. (2015). Mathematics teaching and learning: South Korean elementary teachers' mathematical knowledge for teaching. Springer International Publishing.
• Kourkoutas, E. & Giovazolias, T. (2015). School-based counselling work with teachers: an integrative model. The European Journal of Counselling Psychology, 3(2), 137-158.
• Langford, P.E. (2005). Vygotsky's developmental and educational psychology. PsychologyPress.
• Mayer, D. & Marland, P. (1997). Teachers' knowledge of students: a significant domain of practical knowledge? Asia-Pasific Journal of Teacher Education, 25(1), 17-34.
• Merriam, S.B. (2009). Qualitative research. A guide to design and implementation. San Fransisco, CA: Jossey-Bass.
• Miles, M.B. & Huberman, A.M. (1994). Qualitative data analysis. Second edition. Sage publications.
• Milner, H.R. (2013). But subject matter content knowledge is not enough. Urban Education, 48 (3), 347-349.
• Moschkovich, J. (2002). A situated and sociocultural perspective on bilingual mathematics learners. MathematicsThinking and Learning, 4, 189–212.
• NCTM, National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, VA: Author.
• Nicol, C. (1999). Learning to teach mathematics: questioning, listening, and responding. Educational Studies in Mathematics, 37, 45-66.
• Pia, K.F. (2015). Barriers in teaching learning process of mathematics at secondary level: a quest for quality improvement. American Journal of Educational Research, 3(7), 822-831.
• Shulman, L. S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15 (2), 4-14.
• Stake, R.E. (1995). The art of case study research: perspective in practice. London: Sage.
• Şimşek, N. & Boz, N. (2016). Analysis of pedagogical content knowledge studies in the context of mathematics education in Turkey: A meta-synthesis study. Educational Sciences: Theory & Practice, 16, 799-826.
• Şahin, Ö., Erdem, E. Başıbüyük, K., Gökkurt, B. & Soylu, Y. (2014). Ortaokul matematik öğretmenlerinin sayılarla ilgili pedagojik alan bilgilerinin gelişiminin incelenmesi, Turkish Journal of Computer and Mathematics Education, 5 (3), 207-230.
• Ukpokodu, O.N. (2011). How do I teach mathematics in a culturally responsive way? Identifying empowering teaching practices. Multicultural Education, 47-56.
• Wallach, T. & Even, R. (2005). Hearing students: the complexity of understanding what they are saying, showing, and doing. Journal of Mathematics Teacher Education, 8, 393-417.
• Wetbunpot, K. & Inprasitha, N. (2015). Teachers' listening in teaching mathematics using an open approach. Creative Education, 6, 1597-1602.
• Yanık, H.B., Bağdat, O., Gelici, Ö., & Taştepe, M. (2016). Göreve yeni başlayan ortaokul öğretmenlerinin karşılaştıkları zorluklar. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(36), 130-152.
• Yin, R. K. (2009). Case study research design and methods. (Fourth Edition). California: SAGE.
• Zuya, E.H. (2014). Mathematics teachers' ability to investigate students' thinking procesess about some algebraic concepts. Journal of Education and Practice, 5 (25), 117-122.