Matematik Okuryazarlığı Soru Yazma Sürecinde Yer Alan Eylemlerin Belirlenmesi ve Sıralarının Kestirilmesi

Year 2019, Volume: 14 Issue: 28, 372 - 390, 31.12.2019

Furkan Demir

https://doi.org/10.35675/befdergi.643469

Abstract

Bu
çalışma, matematik okuryazarlığı soru yazma sürecinde yer alan eylemleri ve bu
eylemlerin süreçte sıklıkla nasıl sıralandığını belirlemeyi amaçlamaktadır. Bu
amaçla iki aşamalı bir yöntem uygulanmıştır. Birinci aşamada 47, ikinci aşamada
65 ilköğretim matematik öğretmen adayının 3-6 kişilik gruplar halinde yürüttüğü
soru yazma süreçleri incelenmiştir. Birinci aşamada, raportör öğretmen
adaylarının kendi gruplarındakiher bir soru yazma sürecini aktardıkları
kompozisyonlar içerik analizine tabi tutularak süreçte yer alan eylemler belirlenmiştir.
Bu eylemlerden Süreç Takip Formu oluşturulmuştur. İkinci aşamada, raportör
öğretmen adaylarının kendi gruplarındaki soru yazma süreçlerini aktardıkları Süreç
Takip Formlarının betimsel analizi yapılarak süreçte yer alan eylemlerin
sıklıkla nasıl sıralandığı belirlenmiştir. Bu sıralamalar süreç şemaları
şeklinde bulgularda sunulmuştur. Bu şemalar
sistematik bir soru yazma süreci geliştirilmesine ilişkin bir ilk adım olarak
görülebilir. Sistematik soru yazma süreçleri öğretmen ve öğretmen adaylarının
bu konuda daha hızlı deneyim kazanmalarına ve problem yazmada yaşadıkları
güçlüklerin azaltılmasına katkı sağlayabilir.

Keywords

Bağlamsal problemler, matematik okuryazarlığı, öğretmen adayları, soru yazma süreci

Determining the Actions of the Problem Posing Process in Mathematical Literacy and Estimating Their Order

Abstract

This study aimed to determine the actions involved in the problem
posing process in mathematical literacy and how these actions were frequently ordered
in the process. For this purpose, a two-stage method was adopted. In the first stage
47, in the second stage 65, primary school math teacher candidates' problem
posing processes were examined as they managed groups of 3-6. For the first stage,
the compositions where reporter teacher candidates cited each problem posing process
in their own groups were subjected to a content analysis and the actions in the
process were determined. A process Monitoring Form was created from these actions.
In the second stage, the descriptive analysis of the Process Monitoring Forms
in which reporter teacher candidates cited their problem posing processes in
their own groups was carried out and it was determined how the actions in the process
were frequently ordered. These orders were presented in the findings as the
form of process charts. These charts can be seen as the first step to develop a
systematic process for posing problems. Systematic problem posing processes can
help teachers and teacher candidates gain experience faster on this matter and reduce
the difficulties they have in posing problems.

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