The Transmission of Educational Values through Mathematical Problems: A Theoretical Study

Year 2019, Volume: 13 Issue: 1, 260 - 283, 30.06.2019

Fahrettin Aşıcı Yüksel Dede

https://doi.org/10.17522/balikesirnef.518832

Cited By: 5

Abstract

In recent years increasing the number of studies that emphasize the
importance of affective domain in mathematics teaching has revealed the
necessity of shaping the teaching in the classroom in this context. For this
reason, values in mathematics teaching have rarely started to take place in
mathematical issues. Thus the Ministry of National Education in Turkey has
defined and used 10 root values- justice, friendship, honesty, self-control,
patience, respect, love, responsibility, patriotism and helpfulness- in
mathematics education programs for the first time in 2017. However, although the
necessity to focus is emphasized in the curriculum, there is not enough
explanation and clarity about how the values will take place in mathematics
classes. Therefore, in this study, it will be explained how various types of
problems can be used in order to bring the values to the mathematics classes
and various examples will be included.

Keywords

Values, educational values, mathematics values, mathematical problems

Matematiksel Problemler Aracılığıyla Eğitimsel Değerlerin Aktarımı: Kuramsal Bir Çalışma

Abstract

Son yıllarda matematik
öğretiminde duyuşsal alanın önemini ortaya koyan çalışmaların artması,
matematik öğretiminde bilişsel faktörlerin yanında duyuşsal faktörlerin de
dikkate alınmasının gerekliliğini ortaya koymuştur. Tutum ve inanç gibi
duyuşsal boyutlara göre daha derin yapılar içeren “değer” kavramı da bu süreçte
önem kazanmıştır. Bu kapsamda, ülkemizde yayımlanan ilkokul ve ortaokul ile
ortaöğretim matematik öğretim programlarında (Milli Eğitim Bakanlığı [MEB],
2018;a 2018b) ilk kez 10 adet değer, -adalet, dostluk, dürüstlük, öz denetim,
sabır, saygı, sevgi, sorumluluk, vatanseverlik ve yardımseverlik- tanımlanmış
ve bu değerler, ilgili kazanımlarla ilişkilendirilmiştir. Ancak buna rağmen;
değerlerin, matematik sınıflarında nasıl yer alacağı konusunda yeterince
açıklama ve netlik bulunmamaktadır. Bu bağlamda şimdiki çalışmada, matematiksel
problem çeşitleri aracılığıyla matematik derslerinde değer aktarımlarının nasıl
yapılabileceğine yönelik örneklere, bu örneklerin öğrencilere aktardığı değer çeşitlerine
ve bunlara ilişkin tartışmalara yer verilmiştir. Ayrıca, ileri çalışmalar için
araştırmacılar ile öğretim programı yapıcılarına ve uygulayıcılarına da bu
kapsamda çeşitli önerilerde bulunulmuştur.

Keywords

Değerler, eğitimsel değerler, matematiksel değerler, matematiksel problemler

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