PDF EndNote BibTex RIS Cite

İlköğretim Matematik Öğretmenleri ile Öğretmen Adaylarının Matematik Eğitiminde Hesap Makinesi Kullanımına Yönelik İnançlarının İncelenmesi

Year 2011, Volume 1, Issue 2, 17 - 34, 01.08.2011

Abstract

In recent years, using calculators and computers in mathematics education is rapidly increasing in developed and developing countries. As a result of innovations in mathematics education around the world the new mathematics curricula in Turkey have demanded the use of technology especially calculators and computers. The beliefs about the use of technology play a key role in technology integration. This study investigates the teachers' and candidate teachers' beliefs through the use of calculators in mathematics classrooms. The sample of the study consists of 48 primary school mathematics teachers and 45 teacher candidates. Data is collected via belief scale implemented by researchers. Findings illustrate that; a remarkable number of teacher and candidate teachers have negative beliefs and also a remarkable number of teachers have neutral thoughts towards the use of calculators in mathematics classrooms.

References

  • Yrd. Doç. Dr., Gümüşhane Üniversitesi, Mühendislik Fakültesi, Matematik Mühendisliği, akkanyasar61@hotmail.com
  • Yrd. Doç. Dr., Karadeniz Teknik Üniversitesi, Fatih Eğitim Fakültesi, BÖTE Bölümü, cakiroglu@ktu.edu.tr
  • Kaynakça
  • Alakoç, Z. (2003). Matematik öğretiminde teknolojik modern öğretim yaklaşımları. The Turkish Online Journal of Educational Technology (TOJET), 2(1), 7-15.
  • Albirin, A. (2006). Teachers-attitudes toward information and communication technologies: The case of Syrian EFL teachers. Computers and Education, 47, 373–398.
  • Alexander, M. P. (1993). The effective use of computers and graphing calculators in college algebra. Unpublished doctoral dissertation, Georgia State University, Atlanta.
  • Baki, A. (2000). Preparing student teachers to use computers in mathematics classrooms through a long –term pre-service course in Turkey. Journal of Information Technology for Teacher Education, 9(3), 343-462. Baki, A., ve Çelik, D. (2005), Grafik hesap makinelerinin matematik derslerine adaptasyonu ile ilgili matematik öğretmenlerinin görüşleri. The Turkish Online Journal of Educational Technology (TOJET), 4 (4), 146-161.
  • Baran, D., Okumuş, S., Birgin, O. ve Güven, B. (2009, October ). Matematik Öğretmenlerinin Matematik Eğitiminde Bilgisayar Kullanımına Yönelik Tutum ve Yeterlilikleri. 3rd International Computer ve Instructional Technologies Symposium, Karadeniz Technical University, Trabzon.
  • Cockroft, H. W. (1982). Mathematics count. London: HMSO.
  • Czerniak, C. & Lumpe, A. T. (1996). Relationship between teacher beliefs and science education reform. Journal of Science Teacher Education, 7(4), 247-266.
  • Çakıroğlu, Ü., Güven, B. ve Akkan,Y. (2008). Examining mathematics teachers’ beliefs about using computers in mathematics teaching. H.U. Journal of Education, 35, 38-52.
  • Çelik, H.C., ve Kahyaoğlu, M. (2007). İlköğretim öğretmen adaylarının teknolojiye yönelik tutumlarının kümeleme analizi. Türk Eğitim Bilimleri Dergisi, 5(4), 571-586.
  • Doerr, H.M. & Zangor, R. (2000). Creating meaning for and with the graphing calculator. Educational Studies in Mathematics, 41, 143-163
  • Duatepe, A. ve Ersoy, Y. (2002). Teknoloji destekli matematik öğretimi-I: Hesap makinesi ve okullarda geometri öğretimi. In O. Çelebi, Y. Ersoy ve G. Öner (Ed.), Matematik etkinlikleri (pp. 54-62). Ankara: MEB Yay.
  • Dunham, P.H. & Dick, T.P. (1994). Research on graphing calculators. The Mathematics Teachers, 87, 440-455.
  • Erickson, D. K. (1993, April). Middle school mathematics teachers’ view of mathematics and mathematics education, their planning and classroom instruction, and student beliefs and achievement. Proceedings of the Annual Conference of the American Educational Research Association, Atlanta, GA.
  • Ernest, P. (1989a). The impact of beliefs on the teaching of mathematics. In P. Ernest (Eds.), Mathematics teaching: The state of art (pp. 249–254). London, Falmer Pres. Ernest, P. (1991). The philosophy of mathematics education. Hampshire: The Falmer Press.
  • Ersoy, Y. (1994). On the introduction of computer-based mathematics instruction into the Turkish educational system. In K. D., Graf et al. (Ed.). Technology in the Service of the Mathematics Curriculum. Proceeding of ICME-7, 251-261. Berlin: Freie University Berlin Pub.
  • Ersoy, Y. (1996). Hizmetiçi eğitim ve yetiştirme kursunu geliştirme-I amaçlar ve matematik öğretmenlerinin görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 12, 151-160.
  • Ersoy, Y. (2003b). Teknoloji destekli matematik öğretimi-II: Hesap makinesinin matematik etkinliklerinde kullanılması. İlköğretim-Online E-Dergi, 2 (2), 35-60.
  • Ersoy, Y. (2005a). Matematik eğitimini yenileme yönünde ileri hareketler-I: Teknoloji destekli matematik öğretimi. The Turkish Online Journal of Educational Technology (TOJET), 4 (2), 51-63.
  • Ersoy, Y. ve Başgün, M. (2000). Sayılar ve aritmetik-2: Hesap makinesi kullanarak kesirlerin öğretimi. 4. Fen Bilimleri Eğitimi Kongresi, 598-603.
  • Fine, A. E., ve Fleener, M. J. (1994). Calculators as instructional tools: Perceptions of three preservice teachers. Journal of Computers in Mathematics and Science Teaching, 13(1), 83-100.
  • Forgasz, H. ve Prince, N. (2001, August). Computers for secondary mathematics: Who uses them and how? Proceedings of the 2001 Annual Conference of the Australian Association for Research in Education Symposium, Fremantle, WA.
  • Gomes, P. & Waits, B. (1996). Roles of calculators in the classroom. Proceedings of ICME-8, Una Empresa Docente , USA.
  • Gürol, M. (1990). Bilgisayar destekli eğitim. Fırat Üniversitesi Sosyal Bilimler Dergisi, 4(1), 133-145.
  • Güven , B., Çakıroğlu, Ü. ve Akkan, Y. (2009). The gap between expectations and reality: Integrating computers into mathematics classrooms. Asia Pacific Education Review, 10(4), 505-515.
  • Hembree, R. & Desart, D. J. (1986). Effects of hand-held calculators in pre-college mathematics education: A meta-analysis. Journal of Research in Mathematics Education 17, 83-89.
  • Laughbaum, E. D. (Eds.). (2000). Hand-held technology in mathematics and science education: A collection of paper. Ohio: The Ohio State Uni. Pub.
  • Manoucherhri, A. (1999). Computers and school mathematics reform: Implications for mathematics teacher education. Journal of Computers in Mathematics and Science Teaching, 18(1), 31-48.
  • Milli Eğitim Bakanlığı, TTKB. (2006). Ortaöğretim matematik dersi öğretim programı ve kılavuzu. Ankara: MEB Basımevi.
  • Milou, E. (1999). The graphing calculator: A survey of classroom usage. School Science and Mathematics, 99, 133-139.
  • Mumtaz, S. (2000). Factors affecting teachers’ use of information and communications technology: A review of literature. Journal of Information Technology For Teacher Education, 9(3), 319-340.
  • National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, Va: NCTM.
  • National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
  • Nikolaou, C. (2000). Hand-held calculator use and achievement in mathematics education: A meta analysis. Unpublished doctoral dissertation, Georgia State University. Atlanta.
  • Paschal, S.G. (1994). Effects of a visualization-enhanced course in college algebra using graphing calculators and video tapes. Unpublished doctoral dissertation, Georgia State University, Atlanta.
  • Pomerantz, H. (1997). The role of calculators in mathematics education. Dallas, Texas: Texas Instrument.
  • Scott, B. A. (1995). The effect of graphing calculators in algebra II classrooms: A study of comparing achievement, attitude, and confidence. Unpublished doctoral dissertation, University of North Texas, USA.
  • Simmt, E. (1997). Graphing calculator in high school mathematics. Journal of Computers in Mathematics and Science Teaching, 16, 269-289
  • Simonsen, L. M., ve Dick, T. P. (1997). Teachers’ perceptions of the impact of graphing calculators in the mathematics classroom. Journal of Computers in Mathematics and Science Teaching, 16(2/3), 239-268.
  • Stipek, D., Givvin, K., Salmon, J., ve MacGyvers, V. (2001). Teachers’ beliefs and practices related to mathematics instruction. Teaching and Teacher Education, 17(2), 213 - 226.
  • Tharp, M. L., Fitzsimmons, J. A., & Ayers, R. L. B. (1997). Negotiating a technological shift: Teacher perception of the implementation of graphing calculators. Journal of Computers in Mathematics and Science Teaching, 16, 551-575.
  • Thompson, A. (1984). The relationship of teachers' conceptions of mathematics and mathematics teaching to instructional practice. Educational Studies in Mathematics, 15, 5-l27.
  • Trout, C.R. (1993). The effect of computer algebra system in intermediate collage algebra. Unpublished doctoral dissertation, The University of Texas at Austin, USA.
  • Umay, A. (2004). İlköğretim matematik öğretmenleri ve öğretmen adaylarının öğretimde bilişim teknolojileri kullanımına ilişkin görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 26, 176-181.
  • Upshaw, J.T. (1994). The effect of the calculator-based, graph-exploration method of instruction on advanced placement calculus achievement. Unpublished doctoral dissertation, University of South Carolina, USA.
  • Walen, S., Williams, S., & Garner, B. (2003). Pre-service teachers learning mathematics using calculators: A failure to connect current and future practice. Teaching and Teacher Education, 19(4), 445-462.
  • Wu, H.-K., Hsu,Y.S., & Hwang, F.K. (2008). Factors affecting teachers’ adoption of technology in classrooms: Does school size matter? International Journal of Science and Mathematics Education, 6(1),63-85.

İLKÖĞRETİM MATEMATİK ÖĞRETMENLERİ İLE ÖĞRETMEN ADAYLARININ MATEMATİK EĞİTİMİNDE HESAP MAKİNESİ KULLANIMINA YÖNELİK İNANÇLARININ İNCELENMESİ

Year 2011, Volume 1, Issue 2, 17 - 34, 01.08.2011

Abstract

Son zamanlarda bilgisayar ve hesap makinelerine dayalı tüm teknolojilerin eğitim alanında kullanılması hızla artmakta, bu araçların birçoğundan yararlanma ise tüm gelişmiş ve gelişmekte olan ülkelerde sürekli yaygınlaşmaktadır. Nitekim dünyada yaşanan değişimlere ve gelişmelere paralel olarak Türkiye'de yenilenen ilk ve ortaöğretim matematik öğretimi programlarında teknolojinin (bilgisayar ve hesap makinesi gibi) matematikle entegrasyonuna vurgu yapılmıştır. Teknoloji kullanımına yönelik sahip olunan inançlar, entegrasyon sürecinde anahtar bir role sahiptir. Bu çalışma ile ilköğretim matematik öğretmen ve öğretmen adaylarının matematik eğitiminde hesap makinesi kullanımına yönelik inançlarının belirlenmesi ve farklı değişkenler açısından incelenmesi amaçlanmıştır. Bu amaç kapsamında 48 öğretmen ile 45 öğretmen adayına, iki alt boyutu içeren ve araştırmacılar tarafından literatür destekli geliştirilen bir ölçek uygulanmıştır. Elde edilen bulgular öğretmen ve öğretmen adaylarının önemli bir kısmının hesap makinesinin matematik eğitiminde kullanımına karşı olumsuz inançlara sahip olduğunu, yine önemli bir kısmının ise kararsız olduğunu göstermiştir.

References

  • Yrd. Doç. Dr., Gümüşhane Üniversitesi, Mühendislik Fakültesi, Matematik Mühendisliği, akkanyasar61@hotmail.com
  • Yrd. Doç. Dr., Karadeniz Teknik Üniversitesi, Fatih Eğitim Fakültesi, BÖTE Bölümü, cakiroglu@ktu.edu.tr
  • Kaynakça
  • Alakoç, Z. (2003). Matematik öğretiminde teknolojik modern öğretim yaklaşımları. The Turkish Online Journal of Educational Technology (TOJET), 2(1), 7-15.
  • Albirin, A. (2006). Teachers-attitudes toward information and communication technologies: The case of Syrian EFL teachers. Computers and Education, 47, 373–398.
  • Alexander, M. P. (1993). The effective use of computers and graphing calculators in college algebra. Unpublished doctoral dissertation, Georgia State University, Atlanta.
  • Baki, A. (2000). Preparing student teachers to use computers in mathematics classrooms through a long –term pre-service course in Turkey. Journal of Information Technology for Teacher Education, 9(3), 343-462. Baki, A., ve Çelik, D. (2005), Grafik hesap makinelerinin matematik derslerine adaptasyonu ile ilgili matematik öğretmenlerinin görüşleri. The Turkish Online Journal of Educational Technology (TOJET), 4 (4), 146-161.
  • Baran, D., Okumuş, S., Birgin, O. ve Güven, B. (2009, October ). Matematik Öğretmenlerinin Matematik Eğitiminde Bilgisayar Kullanımına Yönelik Tutum ve Yeterlilikleri. 3rd International Computer ve Instructional Technologies Symposium, Karadeniz Technical University, Trabzon.
  • Cockroft, H. W. (1982). Mathematics count. London: HMSO.
  • Czerniak, C. & Lumpe, A. T. (1996). Relationship between teacher beliefs and science education reform. Journal of Science Teacher Education, 7(4), 247-266.
  • Çakıroğlu, Ü., Güven, B. ve Akkan,Y. (2008). Examining mathematics teachers’ beliefs about using computers in mathematics teaching. H.U. Journal of Education, 35, 38-52.
  • Çelik, H.C., ve Kahyaoğlu, M. (2007). İlköğretim öğretmen adaylarının teknolojiye yönelik tutumlarının kümeleme analizi. Türk Eğitim Bilimleri Dergisi, 5(4), 571-586.
  • Doerr, H.M. & Zangor, R. (2000). Creating meaning for and with the graphing calculator. Educational Studies in Mathematics, 41, 143-163
  • Duatepe, A. ve Ersoy, Y. (2002). Teknoloji destekli matematik öğretimi-I: Hesap makinesi ve okullarda geometri öğretimi. In O. Çelebi, Y. Ersoy ve G. Öner (Ed.), Matematik etkinlikleri (pp. 54-62). Ankara: MEB Yay.
  • Dunham, P.H. & Dick, T.P. (1994). Research on graphing calculators. The Mathematics Teachers, 87, 440-455.
  • Erickson, D. K. (1993, April). Middle school mathematics teachers’ view of mathematics and mathematics education, their planning and classroom instruction, and student beliefs and achievement. Proceedings of the Annual Conference of the American Educational Research Association, Atlanta, GA.
  • Ernest, P. (1989a). The impact of beliefs on the teaching of mathematics. In P. Ernest (Eds.), Mathematics teaching: The state of art (pp. 249–254). London, Falmer Pres. Ernest, P. (1991). The philosophy of mathematics education. Hampshire: The Falmer Press.
  • Ersoy, Y. (1994). On the introduction of computer-based mathematics instruction into the Turkish educational system. In K. D., Graf et al. (Ed.). Technology in the Service of the Mathematics Curriculum. Proceeding of ICME-7, 251-261. Berlin: Freie University Berlin Pub.
  • Ersoy, Y. (1996). Hizmetiçi eğitim ve yetiştirme kursunu geliştirme-I amaçlar ve matematik öğretmenlerinin görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 12, 151-160.
  • Ersoy, Y. (2003b). Teknoloji destekli matematik öğretimi-II: Hesap makinesinin matematik etkinliklerinde kullanılması. İlköğretim-Online E-Dergi, 2 (2), 35-60.
  • Ersoy, Y. (2005a). Matematik eğitimini yenileme yönünde ileri hareketler-I: Teknoloji destekli matematik öğretimi. The Turkish Online Journal of Educational Technology (TOJET), 4 (2), 51-63.
  • Ersoy, Y. ve Başgün, M. (2000). Sayılar ve aritmetik-2: Hesap makinesi kullanarak kesirlerin öğretimi. 4. Fen Bilimleri Eğitimi Kongresi, 598-603.
  • Fine, A. E., ve Fleener, M. J. (1994). Calculators as instructional tools: Perceptions of three preservice teachers. Journal of Computers in Mathematics and Science Teaching, 13(1), 83-100.
  • Forgasz, H. ve Prince, N. (2001, August). Computers for secondary mathematics: Who uses them and how? Proceedings of the 2001 Annual Conference of the Australian Association for Research in Education Symposium, Fremantle, WA.
  • Gomes, P. & Waits, B. (1996). Roles of calculators in the classroom. Proceedings of ICME-8, Una Empresa Docente , USA.
  • Gürol, M. (1990). Bilgisayar destekli eğitim. Fırat Üniversitesi Sosyal Bilimler Dergisi, 4(1), 133-145.
  • Güven , B., Çakıroğlu, Ü. ve Akkan, Y. (2009). The gap between expectations and reality: Integrating computers into mathematics classrooms. Asia Pacific Education Review, 10(4), 505-515.
  • Hembree, R. & Desart, D. J. (1986). Effects of hand-held calculators in pre-college mathematics education: A meta-analysis. Journal of Research in Mathematics Education 17, 83-89.
  • Laughbaum, E. D. (Eds.). (2000). Hand-held technology in mathematics and science education: A collection of paper. Ohio: The Ohio State Uni. Pub.
  • Manoucherhri, A. (1999). Computers and school mathematics reform: Implications for mathematics teacher education. Journal of Computers in Mathematics and Science Teaching, 18(1), 31-48.
  • Milli Eğitim Bakanlığı, TTKB. (2006). Ortaöğretim matematik dersi öğretim programı ve kılavuzu. Ankara: MEB Basımevi.
  • Milou, E. (1999). The graphing calculator: A survey of classroom usage. School Science and Mathematics, 99, 133-139.
  • Mumtaz, S. (2000). Factors affecting teachers’ use of information and communications technology: A review of literature. Journal of Information Technology For Teacher Education, 9(3), 319-340.
  • National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, Va: NCTM.
  • National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
  • Nikolaou, C. (2000). Hand-held calculator use and achievement in mathematics education: A meta analysis. Unpublished doctoral dissertation, Georgia State University. Atlanta.
  • Paschal, S.G. (1994). Effects of a visualization-enhanced course in college algebra using graphing calculators and video tapes. Unpublished doctoral dissertation, Georgia State University, Atlanta.
  • Pomerantz, H. (1997). The role of calculators in mathematics education. Dallas, Texas: Texas Instrument.
  • Scott, B. A. (1995). The effect of graphing calculators in algebra II classrooms: A study of comparing achievement, attitude, and confidence. Unpublished doctoral dissertation, University of North Texas, USA.
  • Simmt, E. (1997). Graphing calculator in high school mathematics. Journal of Computers in Mathematics and Science Teaching, 16, 269-289
  • Simonsen, L. M., ve Dick, T. P. (1997). Teachers’ perceptions of the impact of graphing calculators in the mathematics classroom. Journal of Computers in Mathematics and Science Teaching, 16(2/3), 239-268.
  • Stipek, D., Givvin, K., Salmon, J., ve MacGyvers, V. (2001). Teachers’ beliefs and practices related to mathematics instruction. Teaching and Teacher Education, 17(2), 213 - 226.
  • Tharp, M. L., Fitzsimmons, J. A., & Ayers, R. L. B. (1997). Negotiating a technological shift: Teacher perception of the implementation of graphing calculators. Journal of Computers in Mathematics and Science Teaching, 16, 551-575.
  • Thompson, A. (1984). The relationship of teachers' conceptions of mathematics and mathematics teaching to instructional practice. Educational Studies in Mathematics, 15, 5-l27.
  • Trout, C.R. (1993). The effect of computer algebra system in intermediate collage algebra. Unpublished doctoral dissertation, The University of Texas at Austin, USA.
  • Umay, A. (2004). İlköğretim matematik öğretmenleri ve öğretmen adaylarının öğretimde bilişim teknolojileri kullanımına ilişkin görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 26, 176-181.
  • Upshaw, J.T. (1994). The effect of the calculator-based, graph-exploration method of instruction on advanced placement calculus achievement. Unpublished doctoral dissertation, University of South Carolina, USA.
  • Walen, S., Williams, S., & Garner, B. (2003). Pre-service teachers learning mathematics using calculators: A failure to connect current and future practice. Teaching and Teacher Education, 19(4), 445-462.
  • Wu, H.-K., Hsu,Y.S., & Hwang, F.K. (2008). Factors affecting teachers’ adoption of technology in classrooms: Does school size matter? International Journal of Science and Mathematics Education, 6(1),63-85.

Details

Primary Language Turkish
Journal Section Articles
Authors

Yaşar AKKAN This is me


Ünal ÇAKIROĞLU This is me


Ünal ÇAKIROĞLU This is me

Publication Date August 1, 2011
Published in Issue Year 2011, Volume 1, Issue 2

Cite

APA Akkan, Y. , Çakıroğlu, Ü. & Çakıroğlu, Ü. (2011). İLKÖĞRETİM MATEMATİK ÖĞRETMENLERİ İLE ÖĞRETMEN ADAYLARININ MATEMATİK EĞİTİMİNDE HESAP MAKİNESİ KULLANIMINA YÖNELİK İNANÇLARININ İNCELENMESİ . Eğitim Teknolojisi Kuram ve Uygulama , 1 (2) , 17-34 . Retrieved from https://dergipark.org.tr/en/pub/etku/issue/6273/84234