Tahmini Öğrenme Yollarının Uygulanması Sürecinde Matematik Öğretmenlerinin Çoklu Temsil Kullanımlarının Gelişimi

Year 2021, Volume: 10 Issue: 1, 299 - 329, 26.03.2021

Deniz Eroğlu Dilek Tanışlı

https://doi.org/10.30703/cije.718210

Abstract

Bu araştırmanın amacı, ortaokul matematik öğretmenlerinin tahmini öğrenme yol haritasına dayalı öğretimlerinde temsil kullanımlarının ve temsiller arası ilişkilendirme becerilerindeki gelişimlerinin incelenmesidir. Araştırma öğretmen gelişim deneyi olarak tasarlanmış ve sürece iki ortaokul matematik öğretmeni katılmıştır. Bu araştırma 10 haftada tamamlanmış ve süreç “planlama, öğretim deneyi ve durum çalışması” olmak üzere 3 farklı aşamada gerçekleştirilmiştir. Birinci aşamada öğretim programındaki kazanımlara uygun olarak, altıncı sınıfta cebir öğrenme alanında yer alan bütün kazanımları kapsayacak ve temsillerin öğretimler sırasında etkin şekilde kullanımını varsayan yol haritaları hazırlanmıştır. İkinci aşamada uzmanlardan biri iki öğretmen ile birlikte öğretim deneyini gerçekleştirmiştir. Üçüncü aşamada öğretmenler yol haritalarına göre hazırlanan öğretim etkinliklerini sınıflarında uygulamıştır. Araştırmanın verileri öğretimler sırasında ve gerçekleştirilen mesleki gelişim toplantılarında çekilmiş videolar aracılığıyla toplanmıştır. Bu araştırmanın sonucunda öğretmenlerin öğrencilerin düşüncelerinden hareketle öğrencileri temsil kullanmaya yönlendirdikleri, öğrencilerin kendi temsil biçimlerini oluşturmalarını sağladıkları ve öğrencilerin temsillere ilişkin ortaya çıkan düşüncelerini organize ederek, temsiller arası ilişki kurmada öğrencilere rehberlik ettikleri görülmüştür.

Keywords

çoklu temsiller, cebir öğretimi, öğretmen gelişim deneyi, tahmini öğrenme yol haritası, ortaokul matematik öğretmenleri

Supporting Institution

Anadolu Üniversitesi

Project Number

1406E301

Development of Mathematics Teachers' Use of Multiple Representations throughout the Implementations of Hypothetical Learning Trajectories

Abstract

The purpose of the research is to examine the development of elementary mathematics teachers’ use of multiple representation and translations between representations throughout the implementations of hypothetical learning trajectories. The research was designed as a teacher development experiment and two elementary school mathematics teachers participated in the process. This research was completed in 10 weeks and the process was carried out in 3 different stages as “planning, teaching experiment and case study”. The first stage of the research consists of preparing hypothetical learning trajectories matching the objectives in the curriculum by covering all the objectives in algebra. All activities in HLT were appropriate to the use of representations during teaching. In the second stage, the teaching experiment was conducted with two teachers under the supervision of one of the experts. In the third stage, teachers implemented teaching activities based on HLT in their classrooms. Videos taken during teaching and at professional development meetings with teachers are the main data sources of the present research. Results reveal that teachers use students' thoughts to direct them to use representation, they allow students to create their own forms of representation, and they guide students to establish translations between representations through organizing students' emerging thoughts about representations.

Keywords

multiple representations, algebra teaching, teacher development experiment, hypothetical learning trajectory, elementary mathematics teachers

Project Number

1406E301

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