A Model Suggestion for In-service Teacher Training to Develop Mathematical Literacy

Year 2024, Volume: 13 Issue: 4, 955 - 971, 31.10.2024

Murat Altun , Recai Akkaya , Tuğçe Kozaklı Ülger , Işıl Bozkurt , Çiğdem Arslan , Furkan Demir

Abstract

This study discusses an in-service teacher training seminar planned to train teachers for a teaching process in which mathematical literacy is integrated into teaching. The seminar's content was created according to the Dual Focus Teaching Model. This study, which is design-based research, was planned and implemented for a total of 28 hours in 14 weeks, including what mathematical literacy is, making the content of the teaching suitable for mathematical literacy, choosing and writing a mathematical literacy question, introducing the Dual-Focus Teaching Model, and module development, planning and implementation for the teaching process in which the model will be used. The data of the study were collected through observation and semi-structured interviews. The findings are presented under the headings of mathematical literacy and views on the planning and implementation of integrated courses. The results showed that the seminar's content and methodology followed in the seminar were suitable for teaching mathematical literacy and revealed that interactive studies and instant feedback in the courses held within the seminar's scope were important for the training of teachers.

Keywords

Mathematical literacy, middle school mathematics teachers, professional development, Dual-Focus Teaching Model, teaching planning and implementation.

Supporting Institution

TÜBİTAK

Project Number

218K515

Thanks

This study was carried out within the scope of the TUBİTAK 1003 project numbered 218K515.

Matematik Okuryazarlığını Geliştirmeye Yönelik Hizmet İçi Öğretmen Eğitimi İçin Bir Model Önerisi

Abstract

Bu çalışmada, matematik okuryazarlığının öğretimle bütünleştirildiği bir öğretim süreci için öğretmenleri yetiştirmek üzere planlanan bir hizmet içi öğretmen yetiştirme eğitimi ele alınmaktadır. Eğitim içeriği Çift Odaklı Öğretim Modeline göre oluşturulmuştur. Tasarım tabanlı bir araştırma olan bu çalışma, matematik okuryazarlığının ne olduğu, öğretim içeriğinin matematik okuryazarlığına uygun hale getirilmesi, matematik okuryazarlığı sorusunun seçilmesi ve yazılması, Çift Odaklı Öğretim Modelinin tanıtılması ve modelin kullanılacağı öğretim süreci için modül geliştirme, planlama ve uygulamayı içeren 14 haftada toplam 28 saat olarak planlanmış ve uygulanmıştır. Araştırmanın verileri gözlem ve yarı yapılandırılmış görüşmeler yoluyla toplanmıştır. Bulgular, matematik okuryazarlığı ve bütünleştirilmiş derslerin planlanması ve uygulanmasına ilişkin görüşler başlıkları altında sunulmuştur. Sonuçlar, seminer içeriğinin ve seminerde izlenen metodolojinin matematik okuryazarlığı öğretimi için uygun olduğunu ve seminer kapsamında gerçekleştirilen derslerde etkileşimli çalışmaların ve anında geri bildirimin öğretmenlerin eğitimi için önemli olduğunu ortaya koymuştur.

Keywords

Matematik okuryazarlığı, ortaokul matematik öğretmenleri, mesleki gelişim, Çift Odaklı Öğretim Modeli, öğretim planlama ve uygulama

Project Number

218K515

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