Öğrenci Matematiğini Araştırmada Öğretim Deneyi Yöntemi: Kuramsal Temeller ve Örnek Bir Uygulamadan Yansımalar

Öz

Bu çalışmada günümüzün matematik eğitimi araştırmalarında yaygın olarak kullanılan öğretim
deneyi yönteminin kuramsal temelleri, tarihsel gelişimi ve farklı türdeki öğretim deneylerinin
özellikleri açıklanmıştır. İlk kez 1960’lı yıllarda Sovyet Sosyalist Cumhuriyetler Birliği’nde
kullanılan öğretim deneyinin 1976’dan sonra ABD’de “yapılandırmacı öğretim deneyi”; 1990’lı yıllar
içerisinde ise “sınıf öğretim deneyi” isimlerinde yeni türlerinin oluşturulduğu bilinmektedir. Sovyet
öğretim deneylerinde öğrencilerin hedeflenen matematiksel kazanımları elde etmelerinde öğretmenin
müdahaleci desteklerini içeren uygun öğrenme ortamlarının hazırlanması ön plandayken,
yapılandırmacı öğretim deneyinde bir veya birkaç öğrencinin ön bilgisine dayanan uygun öğrenme
ortamlarının hazırlanması ve öğrenme süreçlerinin modellenmesi odaktadır. Sınıf öğretim deneyinde
ise öğrenmenin bireysel boyutunun yanında sosyal boyutu da ele alınmakta ve matematiksel bilginin
sınıf normları ve sosyal etkileşimler bağlamında nasıl yapılandırıldığı incelenmektedir. Öğretim
deneyinin temel unsurları keşfedici öğretim, öğretim bölümleri, klinik görüşmeler, geriye dönük
kavramsal analizler ve öğrenci matematiğine ilişkin yaşayan modeller olarak tanımlanırken, söz
konusu unsurlar örnek bir öğretim deneyinden yazarın edindiği deneyimlerle birlikte açıklanmaktadır.

Anahtar Kelimeler

• Öğretim deneyi,Sovyet öğretim deneyi,yapılandırmacı yaklaşım,yapılandırmacı öğretim deneyi,sınıf öğretim deneyi

Teaching Experiment Methodology for Investigating Students’ Mathematics: Theoretical Foundations and Reflections from an Exemplary Application

Abstract

In this study theoretical foundations and historical changes of the teaching experiment
method, commonly conducted in the current mathematics education researches, and the features of the
various teaching experiment types are explained. The teaching experiment method, first conducted in
the Union of Soviet Socialist Republics in 1960s, was then divided to various types like constructivist
teaching experiment emerging after 1976 and classroom teaching experiment developing in 1990s in
the USA. In the Soviet type teaching experiment, it is aimed to design learning environments in which
the teacher intervenes the students’ learning processes with intent to obtain prior certain learning
achievements stated. The constructivist teaching experiment focuses on the design of learning
environments which are appropriate with one or more students’ preknowledge and possible
alternative learning processes and also aims to model their learning trajectories. In the classroom
teaching experiment, in addition to individual psychological factors, social factors are also considered
and it is investigated how students’ mathematical knowledge is constructed within classroom norms
and social interactions. While the main elements of the teaching experiments are exploratory teaching,
teaching episodes, clinical interviews, retrospective conceptual analysis and living models of the
students’ mathematics, in this study the aforementioned elements are explained with relation to the
writer’s experiences gained from an exemplary teaching experiment.

Keywords

• Teaching experiment,Soviet teaching experiment,constructivist approach,constructivist teaching experiment,classroom teaching experiment

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