Curricular Perspectives of Selected Mathematics Teachers: A Descriptive Cross-Sectional Non-Experimental Research

Year 2021, Volume: 2 Issue: 3, 159 - 175, 13.12.2021

Joseph Reyes , Gino A. Cabrera Norberto D. Ocampo

Abstract

The method that was used in this study was a descriptive cross-sectional method of research. Descriptive non- experimental research, in which the primary focus for the research is to describe some phenomenon or to document its characteristics. Such studies are needed in order to document the status quo or do a needs assessment in a given area of interest. Cross-sectional research, in which data are collected at one point in time, often in order to make comparisons across different types of respondents or participants.

Based on the results and discussion, profile of the respondents in terms of sex, years in the service, and highest educational attainment shows connection in mathematics curriculum perspective based on purpose, teaching, learning, content, and assessment of mathematics were mostly learner-centered ideologists and social reconstruction ideologists.

Keywords

Curriculum Ideologies, Curricular Perspectives, Curriculum Research

Matematik Öğretmenlerinin Müfredat Perspektifleri: Tanımlayıcı Kesitsel Deneysel Olmayan Bir Araştırma

Abstract

Bu çalışma, matematiğin amacı, matematiğin öğretimi ve öğrenimi, matematiğin içeriği ve matematiğin betimsel bir yöntemle değerlendirilmesi açısından matematik öğretmenlerinin matematik müfredatı perspektiflerine yönelik değerlendirmelerini incelemeyi amaçlamıştır. Araştırma deneysel olmayan araştırma desenlerinden kesitsel araştırma modelinde tasarlanmıştır. Araştırmaya, matematik müfredat perspektifleriyle ilgili bir bağlantısı olup olmadığını belirlemek için, ortaokullarda görev yapan 150 matematik öğretmeni katılmıştır. Araştırmanın verileri, öğretmenlerin müfredata yönelik bakış açılarını belirlemek için Schiro (1978) tarafından geliştirilen bir anket aracılığıyla toplanmıştır. Sonuç olarak matematik öğretmenleri matematiğin amacına yönelik, çoğunluğu öğrenen merkezli olduğunu düşündüğü, matematiğin öğrenimi konusunda ise modal sosyal verimlilik ideologu, içerik konusunda ise matematiğin çoğu, sosyal yeniden yapılanma ideologlarıydı ve matematiğin değerlendirilmesinde, akademisyen akademik ideologlardı. Bu çalışmanın bulgularının matematik öğretmenliği eğitimine yönelik müfredat hazırlama ve geliştirmede bir referans olarak kullanılabileceğini düşündürmektedir.

Keywords

Öğretim programı ideolojileri, öğretim programına yönelik değerlendirme, öğretim programı araştırmaları

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