Farklı Düzeyde Sayı Duyusu Becerisine Sahip İlköğretim Matematik Öğretmen Adaylarına İlişkin Durum Çalışması

Year 2018, , 276 - 305, 31.12.2018

Özge Dayı Mehmet Ali Kandemir

https://doi.org/10.17522/balikesirnef.506441

Abstract

Bu çalışmada
ilköğretim matematik öğretmen adaylarının sayı duyularının incelenmesi
amaçlanmıştır. Çalışmada farklı sayı duyusu başarı düzeyindeki iki öğretmen
adayının  sayı duyusu becerileri kendi
içlerinde derinlemesine incelendikten sonra karşılaştırma yaparak mevcut durum  incelendiği için durum çalışması deseni
kullanılmıştır. Araştırmada seçilen iki ilköğretim matematik öğretmen adayı
aykırı durum örneklemesi ile seçilmiştir. Veri toplamak amacıyla sayı duyusu testi
ve klinik mülakat sayı duyusu testi kullanılmıştır. Elde edilen nitel veriler
içerik analizine ve doküman  incelemesine
tabi tutulmuştur. Araştırmanın sonucunda öğretmen  adaylarının soruların çözümünde kullandıkları
stratejiler, sayı duyusu kullanma düzeyleri, sayı duyusu bileşenleri ve sayı
duyusu arasındaki ilişkiye ilişkin bulgular elde edilmiştir. Bu çalışma,  sayı duyusu
özelliklerinin kullanımında yüksek ve düşük sayı duyularına sahip iki öğretmen
adayı arasında keskin farklılıklar olduğunu ortaya koymuştur. Elde edilen
sonuçlara göre öğretmen adaylarının çözüm süreçleri incelendiğinde kural
kullanma, yanlış hesaplamalar yapma, açıklama olmayan cevaplar, sezgisel
fikirler, zihinsel hesaplamalar, tahmin stratejilerini kullanma gibi
çeşitlenmiştir.

Keywords

Sayı duyusu, sayı duyusu bileşenleri, çözüm yolu stratejileri, matematik öğretmen adayları

Case Study of Elementary School Mathematics Teacher Candidates with Number Sense Skills at Different Levels

Abstract

In
this study, it is aimed to examine the number senses of primary school
mathematics teacher candidates. In the study, the number sense skills of two
teachers candidates at different levels of number sense success were examined  in-depth and the case study design was used by
making comparisons since the current situation was examined. Two elementary
school mathematics teacher candidates who participated in the study were
selected by using the extreme (deviant) case sampling. Number sense test and
clinical interview number sense test were used to collect data. The qualitative
data were subjected to content analysis and document review. As a result of the
research, the findings regarding the strategies used by the teacher candidates to
solve problems, the number sense use levels, the number sense components, and
their relationships with number sense were obtained. As a result of this study,
there were sharp differences between two teacher candidates with high and low
number sense levels in the use of number sense characteristics. According to
the results, when the problem solving processes of the teacher candidates were
examined, their strategies were diversified such as using rules, making
incorrect calculations, answers without explanations, intuitive ideas, mental
calculations, and estimating strategies.

Keywords

Number sense, number sense components, strategies for problem solving, mathematics teacher candidates

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