İlköğretim Matematik Öğretmen Adaylarının Lisans Eğitiminde Alınan Matematik Konu Alan Derslerine İlişkin Görüşleri

Year 2019, Volume: 13 Issue: 1, 483 - 514, 30.06.2019

Murat Genç , Mustafa Akıncı

https://doi.org/10.17522/balikesirnef.569955

Cited By: 4

Abstract

Bu
araştırmanın amacı, ilköğretim matematik öğretmenliği programında öğrenim gören
öğretmen adaylarının matematik konu alan derslerine ilişkin görüşlerini
belirlemektir. Bu araştırma nitel araştırma desenlerinden biri olan olgu bilim
deseni kapsamında yürütülmüştür. Çalışmanın araştırma gurubunu oluşturan 43
matematik öğretmen adayı seçiminde bir amaçlı örnekleme yöntemi olan ölçüt
örnekleme yönteminden yararlanılmıştır. Veri toplama aracı olarak açık uçlu bir
anket formu uygulanarak öğretmen adaylarının görüşleri yazılı olarak
alınmıştır. Veri analizi nitel veri analizi yazılımı olan NVivo 11 yardımıyla
içerik analizi yöntemi kullanılarak gerçekleştirilmiştir. Araştırmanın
sonuçları, lisans matematik derslerinin, öğretmen adaylarının matematiksel
becerilerinin genel gelişimine odaklanması gerektiğini ve sadece konu alan
bilgisinin aktarılması yerine, kavramsal ilişkileri kurmak için dikkatli bir
akıl yürütme ve matematiksel sağduyu geliştirerek matematiğin derinlemesine
anlaşılmasının gerekliğini ortaya çıkarmıştır. Ayrıca, diğer matematiksel
kavramlar ve gerçek yaşam durumlarıyla ilişkili geniş kapsamlı ve detaylı
matematiksel konu alan bilgisinin öğretimi, öğretmen adaylarının matematik
derslerine yönelik motivasyonlarını artıracak ve öğretilen matematiği daha
anlamlı kılacaktır. 

Keywords

matematik eğitimi, ilköğretim matematik öğretmen adayları, matematik konu alan bilgisi dersleri

Preservice Elementary Mathematics Teachers’ Views about Mathematics Subject Matter Courses Taken in Undergraduate Education

Abstract

The
purpose of this study is to explore the preservice elementary mathematics
teachers’ views about mathematics subject matter courses taken in undergraduate
education. This study used a phenomenological qualitative design. Criterion
sampling method, which is one of the purposeful sampling approaches, was used
for selecting 43 preservice mathematics teachers. An open-ended questionnaire
was used as a data collection tool. Data analysis was conducted by using a
content analysis method with the help of the qualitative data analysis software
NVivo11. The results of the study revealed that undergraduate mathematics
courses should focus on the overall development of prospective teachers’
mathematical skills and provide a deep understanding of mathematics by
developing thoughtful reasoning and mathematical common sense to build
conceptual relationships instead of transferring only subject matter knowledge.
Emphasizing the importance of comprehensive and deep mathematical content
knowledge associated with other mathematical concepts and real life situations
will also increase prospective teachers’ motivation towards mathematics subject
courses and make the mathematics learned meaningful.

Keywords

mathematics education, preservice elementary mathematics teachers, mathematics subject matter courses

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