buje Baskent University Journal of Education 2148-3272 Baskent University Mathematics Education Matematik Eğitimi Köy Okullarında Görev Yapan Sınıf Öğretmenlerinin Matematiksel Yetkinlik Algıları ve Mesleki İhtiyaçları Mathematical Competency Perceptions and Professional Needs of Primary School Teachers in Rural Schools https://orcid.org/0000-0003-2428-9964 Çelikdemir Kübra TED ÜNİVERSİTESİ 01 31 2026 13 1 138 153 03 25 2025 01 31 2026 Copyright © 2014, Baskent University Journal of Education 2014 Baskent University Journal of Education

Matematiksel yetkin bireylerin yetiştirilmesi, matematik öğretiminde yetkin öğretmenlerle mümkündür. Bu bağlamda, öğretmenlerin matematiksel yetkinliği nasıl algıladıklarını ve buna yönelik ihtiyaçlarının neler olduğunu belirlemek önem taşımaktadır. Bu çalışmada, Türkiye’deki köy okullarında görev yapan sınıf öğretmenlerinin matematiksel yetkin bir öğrenciyi nasıl tanımladıkları ve bu öğrencileri yetiştirmek için matematik öğretimine yönelik mesleki ihtiyaçları incelenmiştir. Araştırmaya, mesleğinin ilk beş yılında olan ve farklı köy okullarında görev yapan 167 sınıf öğretmeni katılmıştır. Veriler, açık uçlu sorulardan oluşan bir anketle toplanmış ve içerik analizi ile Chi-square analizi kullanılarak incelenmiştir. Bulgular, öğretmenlerin matematiksel yetkinliği, alanyazındaki matematiksel yeterlilikler ile bu yeterlilikler için önkoşul olabilecek diğer nitelikler üzerinden tanımladıklarını göstermektedir. Ayrıca, öğretmenlerin mesleki ihtiyaçlarının, matematik öğretimine yönelik profesyonel yeterliklerin ötesinde, köy okulu bağlamına özgü farklı unsurları içeren diğer ihtiyaçlar üzerine yoğunlaştığı belirlenmiştir. Chi-square analizi, matematiksel yetkinlik tanımları ile mesleki ihtiyaçlar arasında anlamlı bir ilişki olduğunu ortaya koymaktadır. Bu öğretmenlerin köy okullarının koşullarından önemli ölçüde etkilendiği ve matematiksel yetkinlik çalışmalarında bağlamın mutlaka göz önüne alınması gerektiği sonucuna varılmıştır.

Developing mathematically competent individuals is achievable with competent teachers in teaching mathematics. In this context, understanding how teachers conceptualise mathematical competency and identifying their related professional needs is crucial. This study investigates how primary school teachers working in rural schools in Türkiye define a mathematically competent student and the professional needs they have regarding mathematics instruction to nurture such students. A total of 167 primary school teachers, within the first five years of their careers and working in different rural schools, participated in the study. Data were collected via an open-ended questionnaire and analyzed using content analysis and Chi-square analysis. Findings indicate that teachers define mathematical competency based on the mathematical competencies outlined in the literature as well as additional attributes that may serve as prerequisites for these competencies. Moreover, the teachers' professional needs extend beyond the professional competencies for mathematics instruction to include distinct needs specific to the rural school context. Chi-square analysis revealed a significant relationship between teachers' definitions of mathematical competency and their professional needs. These results suggest that these teachers are considerably influenced by the conditions of rural schools and underscore the necessity of considering context in efforts to develop mathematical competency.

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