İlköğretim Matematik Öğretmeni Adaylarının Matematiksel Modelleme Sürecinde Matematiksel Becerilerinin İncelenmesi

Year 2025, Volume: 12 Issue: Özel Sayı, 217 - 232, 30.11.2025

Selin Demiray , Merve Nur Candan , Zeynep Gürsoy

Abstract

Bu çalışma, disiplinler arası yaklaşımı benimseyen matematiksel modelleme süreci kapsamında, öğretmen adaylarının dört temel matematiksel beceriyi (problem çözme, iletişim, akıl yürütme ve ilişkilendirme) nasıl sergilediklerini incelemeyi amaçlamaktadır. Gerçek yaşam bağlamlı, açık uçlu bir problem üzerinden yürütülen modelleme etkinliğinde, bir üniversitede öğrenim gören dokuz ilköğretim matematik öğretmeni adayı, üç grup halinde çalışmıştır. Araştırmanın verileri, grupların çizimleri, yazılı raporları ve grup içi etkileşimlerine ait ses kayıtlarından elde edilmiştir. Veriler, Millî Eğitim Bakanlığı’nın matematiksel beceriler çerçevesi doğrultusunda içerik analiziyle değerlendirilmiştir. Bulgular, öğretmen adaylarının modelleme sürecinde dört temel matematiksel beceriyi süreç boyunca birbirini tamamlayacak biçimde ve farklı düzeylerde kullandıklarını ortaya koymuştur. Problem çözme ve akıl yürütme genellikle planlama ve değerlendirme aşamalarında öne çıkarken; iletişim, grup içi anlam üretimi ve karar verme süreçlerinde belirleyici rol oynamıştır. İlişkilendirme ise bazı gruplarda günlük yaşam bağlamlarıyla, bazı gruplarda ise mimarlık gibi farklı disiplinlerle kurulan bağlantılar üzerinden yapılmıştır. Bu beceriler yalnızca matematiksel düşünmeyi değil, aynı zamanda iş birliği, eleştirel düşünme ve karar verme gibi 21. yüzyıl becerilerini de desteklemiştir. Elde edilen bulgular, modelleme etkinliklerinin öğretmen yetiştirme sürecinde çok yönlü becerilerin gelişimini destekleyen önemli bir öğrenme alanı sunduğunu ortaya koymaktadır.

Keywords

Matematiksel modelleme , Matematiksel beceriler , İlköğretim matematik öğretmeni adayları , 21. yüzyıl becerileri

Investigation of Preservice Elementary Mathematics Teachers’ Mathematical Skills in the Process of Mathematical Modelling

Abstract

This study aims to examine how prospective mathematics teachers demonstrate four fundamental mathematical competencies—problem solving, reasoning, communication, and connections—within the interdisciplinary framework of the mathematical modelling process. The modelling activity was conducted using a real-world, open-ended problem and involved nine prospective elementary mathematics teachers studying at an university, working in three groups. The data were collected through students’ drawings, written reports, and audio recordings of their group interactions. The analysis was carried out through content analysis based on the mathematical competencies framework provided by the Ministry of National Education. The findings revealed that the prospective teachers utilized the four competencies at varying levels and in complementary ways throughout the modelling process. Problem Solving and reasoning typically emerged during the planning and evaluation phases, whereas communication played a decisive role in group meaning-making and decision-making processes. Connections were established in some groups through real-life contexts and in others through interdisciplinary associations such as architecture. These competencies supported not only mathematical thinking but also 21st-century skills such as collaboration, critical thinking, and decision-making. The findings indicate that modelling activities provide a rich learning environment that fosters the development of multidimensional skills in teacher education.

Keywords

Mathematical modelling , Mathematical skills , Preservice elementary mathematics teachers

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