İlköğretim Matematik Öğretmen Adaylarının Matematiksel Zihin Alışkanlıklarının Problem Çözme Sürecinde İncelenmesi

Year 2018, , 63 - 82, 30.06.2018

Emine Nur Ünveren Bilgiç

https://doi.org/10.17522/balikesirnef.437659

Cited By: 4

Abstract

Araştırmanın amacı;
öğretmen adaylarının Analiz III dersi kapsamında problem çözme süreçlerindeki
matematiksel zihin alışkanlıklarının etkisinin incelenmesidir. Bu amaç
doğrultusunda çalışma nitel paradigma takip edilerek gerçekleştirilmiştir. Eylem
araştırması deseninde gerçekleştirilen çalışmanın katılımcılarını 79 öğretmen
adayı oluşturmaktadır. Katılımcıların seçiminde amaçlı örnekleme yöntemi
kullanılmıştır. Öğretmen adaylarına matematiksel zihin alışkanlıklarını tecrübe
edebilecekleri yedi haftalık bir eğitim verilmiştir. Eğitim öncesinde ve
sonrasında öğrencilere birer problem vererek problem çözme süreçlerinde
matematiksel zihin alışkanlıkları incelenmiştir.  Öğretmen adaylarının çözümleri betimsel
analizin aşamalarına uygun olarak analiz edilmiştir. Araştırma; öğretmen adaylarının
yüksek öğrenim sürecinde aldıkları alan derslerinin kavranmasında teorik
düzeyde kaldıklarını ve bu eğitimin bilgiyi pratikte kullanmalarına izin
verdiğini ifade ettiklerini ve matematiksel zihin alışkanlıklarının
geliştirilmesinin öğretmen adaylarının problem çözme süreçlerine olumlu bir
katkısının olduğunu  ortaya çıkarmıştır.

Keywords

Matematiksel zihin alışkanlıkları, problem çözme, problem

Investigation of Mathematical Mind Habits of Preservice Elementary Mathematics Teacher in Problem Solving

Abstract

The aim of this study is to examine preservice teachers’ mathematical
habits of mind in problem solving context with the context of Analysis III
course. The study follows a qualitative paradigm and adopts an action research
design. The participants who were sampled by using purposeful sampling were 79
preservice elementary mathematics teachers. The participants received
seven-week training sessions in which they experienced the mathematical habits
of mind, and they examined by a given problem situation before-after the
training. The solutions of the participants are analyzed according to the
stages of descriptive analysis. This study revealed that after the training the
participants’ stated that they stayed at the theoretical level in comprehending
field  course. The results also
illustrated that development of the mathematical habits of mind have a positive
contribution to the process of solving a problem.

Keywords

Mathematical mind habits, problem solving, problem

References

• Alcock, L.J. & Simpson, A.P. (2004). Convergence of sequences and series: interactions between visual reasoning and the learner’s beliefs about their own role. Educational Studies in Mathematics, 57(1), 1-32.
• American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York, Oxford University Press.
• Bernard, H. R. (2000). Social research methods. Londra: CA: SAGE Publications.
• Calhoun, E. F. (2002). Actian research for school improvement. Educationa\ Leadership, 59(6), 18-24.
• Cuoco, A., Goldenberg, E. P., & Mark, J. (1996). Habits of minds: An organizing principle for mathematics curricula. Journal of Mathematical Behavior, 15(1), 375-402.
• Fraenkel, J. R., & Wallen, N. E. (2003). How to design and evaluate research in education (5th Ed.). New York: Mac Graw Hill, Inc.
• Godot, K & Grenier,D. . (2004). Research situations for teaching: a modelization proposal and examples, Papaer presented at the Proceedings of the 10th International Congress for Mathematics Education, ICME 10, Copenhague.
• Goldenberg, E. P. (1996). "Habits of mind” as an organizer for the curriculum. Journal of Education, 178(1), 13-34.
• Goldenberg, E. P., Shteingold, N., & Feurzeig, N. (2003). Mathematical habits of mind for young children. In F. K. Lester & R. I. Charles (Eds.), Teaching mathematics through problem solving: Prekindergarten-Grade 6 (pp. 15-29). Reston, VA: National Council of Teachers of Mathematics.
• Jacobbe, T. & Millman, R.S. (2009). Mathematical habits of the mind for preservice teachers.School Science and Mathematics, 109(5), 298-302.
• Jacobbe, T. (2007). Connecting research to teaching: Using Polya to overcome translation difficulties. Mathematics Teacher, 101, 390 – 393.
• Johnson, B.; & Christensen, L. (2014). Educational research: Quantitative, qualitative, and mixed approaches. Thousand Oaks, CA: SAGE Publications.
• Leikin, R. (2007). Habits of mind associated with advanced mathematical thinking and solution spaces of mathematical tasks. Paper presented at the The Fifth Congress of the European Society for Research in Mathematics Education, Division 14: Advanced Mathematicsl Thinking, February 22-26, Larnaca, Cyprus.
• Mark, J., Cuoco, A., Goldenberg, E.P., & Sword, S. (2010). Developing mathematical habits of mind. Mathematics Teaching in the Middle School, 15 (9), 505-509.
• Morgan, C. T. , (1995), Psikolojiye giriş, Çev: Sibel Karakaş, Ankara, Meteksan.
• O'Brien, R. (2003). An overview of the methodological approach of action resaerch. (On-line). http://www.wb.neVrobrien/papers/ artinal.hUm.
• Patton, M. Q. (2014). Qualitative research & evaluation methods: ıntegrating theory and practice. CA: Sage Publications.
• Reusser, K. & Stebler, R. (1997). Every word problem has a solution: The social rationality of mathematical modeling in schools. Learning and Instruction, 7(4), 309-327.
• Sağ, G. & Argün, Z. (2012). What do pre-service secondary mathematics teachers understand from the concept of sequence?. Procedia-Social and Behavioral Sciences, 46(1), 5301-5305.
• Swars, S.L., Daane, C.J., Giesen, J. (2006). Mathematics anxiety and mathematics teacher efficacy: What is the relationship in elementary preservice teachers?. School Science and Mathematics, 106(7), 306– 315.
• Watson, A., & Mason, J. (2005).Mathematics as a constructive activity: Learners generating examples. Mahwah, NJ : Erlbaum.