Mistake Handling Activities in the Development of Middle School Mathemathics Teachers’ Subject Matter Knowledge: Addition Operation with Fractions

Year 2019, Volume: 14 Issue: 27, 23 - 52, 27.06.2019

Merve Özkaya Alper Cihan Konyalıoğlu

https://doi.org/10.35675/befdergi.475076

Cited By: 5

Abstract

In this study, the effects of mistake handling actvities in the development process of middle school mathematic teachers’ subject matter knowledge for addition operation with fractions was examined. For this purpose, teachers’ subject matter knowledge in the context of operation, problem posing, using model, explain and know important points about addition operation with fractions set before applications supported by mistake handling activities. Case study methods from qualitative research approaches was used as the design of study, where seven middle school mathemathics teachers were sampled. Teachers were selected by using purposive sampling technique. Datas were obtained through subject matter knowledge test, focus group inteviews and diaries. Descriptive analysis was applied to the collected data. According to the results of the study, it was seen that problem posing skills of teachers were lacking in the context of subject matter knowledge. 

Keywords

Mathemathical knowledge for teaching, subject matter knowledge, mistake handling activities, addition operation with fractions, middle school mathemathics teachers

Ortaokul Matematik Öğretmenlerinin Konu Alan Bilgilerinin Gelişiminde Hata Temelli Aktiviteler: Kesirlerle Toplama İşlemi

Abstract

Bu çalışmada hata temelli aktivitelerle ortaokul matematik öğretmenlerinin kesirlerle toplama işlemine yönelik konu alan bilgilerinin gelişimleri incelenmiştir. Bu amaç doğrultusunda hata temelli aktiviteler ile desteklenen uygulama öncesinde öğretmenlerin kesirlerle toplama işlemine yönelik alan bilgileri işlem yapma, problem kurma, model kullanma (resim veya diyagram temsili) ve önemli noktaları açıklama ve bilme bağlamında belirlenmiştir. Nitel yaklaşımlardan durum çalışması yönteminin kullanıldığı bu çalışma yedi ortaokul matematik öğretmeniyle yürütülmüştür. Öğretmenler amaçlı örnekleme yöntemiyle seçilmiştir. Veriler konu alan bilgisi testi, odak grup görüşmeleri ve günlüklerden oluşan doküman kullanılmıştır. Toplanan verilere betimsel analiz uygulanmıştır. Çalışma sonuçlarına göre uygulama öncesinde konu alan bilgisi bağlamında öğretmenlerin problem kurma becerilerinin eksik olduğu görülmüştür. Ayrıca hata temelli aktivite uygulamaları öğretmenlerin kendi kavramsal düzeylerinin farkında olmalarına katkı sağlamıştır. 

Keywords

Öğretim için matematiksel bilgi, konu alan bilgi, hata temelli aktiviteler, kesirlerle toplama işlemi, ortaokul matematik öğretmeni

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