Matematik Öğretmen Adaylarının Klinik Görüşmeler Aracılığıyla Öğrenci Düşüncelerine Yönelik Tespitleri ve Yorumları

Year 2019, Volume: 13 Issue: 2, 759 - 788, 31.12.2019

Makbule Gözde Didiş Kabar , Berna Tataroğlu Taşdan

https://doi.org/10.17522/balikesirnef.538365

Cited By: 1

Abstract

Bu çalışmanın amacı ortaokul matematik öğretmen
adaylarının gerçekleştirdikleri klinik görüşmeler sürecinde kesirler
konusundaki öğrenci düşüncelerine yönelik tespitlerinin ve bu tespitlerine yönelik yorumlarının incelenmesidir.
Çalışmanın katılımcıları 41 dördüncü sınıf ortaokul matematik öğretmen
adayıdır. Çalışmada öğretmen adayları bir dönem boyunca 3-4 haftalık
aralıklarla toplam üç kez, farklı başarı düzeylerine sahip öğrencilerle
“kesirler” konusunda birebir görüşmeler gerçekleştirmişlerdir. Bu çalışmanın
veri kaynaklarını öğretmen adaylarının her bir klinik görüşme uygulamasından
sonra verilen değerlendirme formundaki sorulara grupça verdikleri yazılı cevapları,
öğretmen adaylarına ait gözlem notları ve klinik görüşmelerin  yazılı dökümleri oluşturmaktadır. Çalışmanın
verileri nitel araştırma yöntemlerinden içerik analizi kullanılarak analiz
edilmiştir. Çalışmanın bulguları matematik öğretmen adaylarının klinik
görüşmeler sürecinde, öğrencilerin yanlış bilgileri ve doğru bilgileri ile
ilgili, öğrencilerin kullandıkları çözüm stratejileri ve çözümlerini
açıklayabilmeleri ile ilgili tespitlerde bulunduklarını göstermiştir. Öğretmen
adaylarının öğrenci düşünceleri ile ilgili tespitlerini yorumlarken ise “öğrenci”
veya “öğretmen” ile ilişkilendirdikleri belirlenmiştir. 

Keywords

kesirler, klinik görüşme, öğrenci düşüncesi, matematik öğretmen adayları

Pre-Service Mathematics Teachers’ Identifications and Interpretations about Students’ Thinking through Clinical Interviews

Abstract

The
aim of this study was to examine the pre-service elementary school mathematics
teachers’ identifications and interpretations of the students’ thinking about
fractions through clinical interviews. The participants of this case study were
41 fourth grade pre-service mathematics teachers. In the study, pre-service
teachers conducted three interviews with the students, who had different
success levels, at 3-4 week intervals during the semester. The data sources for
the study consisted of the written responses of the pre-service teachers to the
questions in the given evaluation form, the
observation notes of pre-service teachers and the transcriptions of each
interview. Qualitative content analysis was used for analyzing the data. The
findings of the study showed that pre-service teachers identified the students’
correct and incorrect knowledge, the students' solution strategies and students’
ability to explain their solutions. It was also found that while the pre-service
teachers were interpreting students’ thinking they identified during
interviews, they associated their interpretations with “the student” or “ the teacher”. 

Keywords

clinical interviews, fractions, pre-service elementary school mathematics teachers, student thinking

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