Matematik Öğretmenlerinin Gerçek Yaşam Bağlamları İçeren Problemleri Kurma Süreçlerine Etki Eden Faktörler

Abstract

Bu araştırmada, matematik öğretmenlerinin gerçek yaşam bağlamlarını içeren problemleri kurma süreçlerini etkileyen faktörler derinlemesine incelenmiştir. Araştırma, öğretmenlerin problem kurma sürecinde karşılaştıkları zorlukları, kullandıkları stratejileri ve bu süreçte etkili olan bilişsel, pedagojik ve bağlamsal unsurları ortaya koymayı amaçlamaktadır. Çalışmada nitel araştırma yöntemi benimsenmiş olup, veri toplama sürecinde öğretmenlerle yarı yapılandırılmış görüşmeler yapılmıştır. Elde edilen veriler analiz edilmiş ve öğretmenlerin problem kurma süreçlerini şekillendiren temel faktörler belirlenmiştir. Araştırma bulguları, öğretmenlerin gerçek yaşam bağlamlarını ders içeriğiyle ilişkilendirme eğilimlerinin, sahip oldukları deneyimlerin ve mesleki bilgilerinin problem kurma sürecine olan etkilerini ortaya koymaktadır. Ayrıca öğretmenlerin öğrencilerin ihtiyaçlarını göz önünde bulundurma durumları ile matematik öğretim programının içerdiği kazanımlar ve açıklamalar yoluyla öğrencilere rehberlik ederek problem kurma sürecini yönlendirme ve yapılandırma konusundaki rolü de ön plana çıkmaktadır. Elde edilen sonuçlar, matematik öğretmenlerinin gerçek yaşamla ilişkili problem kurma becerilerini geliştirmek amacıyla, uygulamaya dönük eğitimler, atölye çalışmaları ve öğretmenler arasında deneyim paylaşımına dayalı etkileşimli öğrenme ortamlarını içeren mesleki gelişim programlarının önemini vurgulamakta; bu doğrultuda öğretmen eğitimine yönelik çeşitli öneriler sunmaktadır.

Keywords

• Problem kurma
• Gerçek yaşam bağlamları
• Öğretmen görüşleri

Factors Affecting Mathematics Teachers’ Process of Constructing Problems with Real-Life Contexts

Abstract

In this study, the factors affecting mathematics teachers’ problem posing processes involving real-life contexts were examined in depth. The study aims to reveal the difficulties teachers face in the problem posing process, the strategies they use, and the cognitive, pedagogical and contextual factors that are effective in this process. Qualitative research method was adopted in the study and semi-structured interviews were conducted with teachers during the data collection process. The data obtained were analyzed and the main factors shaping teachers’ problem posing processes were identified. The findings of the study reveal the effects of teachers’ tendency to associate real-life contexts with course content, their experiences and professional knowledge on the problem posing process. In addition, the role of teachers in guiding and structuring the problem posing process by taking into account the needs of students and guiding students through the outcomes and explanations in the mathematics curriculum also comes to the fore. The obtained results emphasize the importance of professional development programs that include practical trainings, workshops, and interactive learning environments based on experience sharing among teachers in order to improve mathematics teachers’ problem posing skills related to real-life; in this direction, it offers various suggestions for teacher education.

Keywords

• Problem posing
• Real-life contexts
• Teacher opinions

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