Matematik Öğretmen Adaylarının Açık Hava Matematik Eğitimi Üzerine Ders Planlarının İncelenmesi

Abstract

Bu çalışma, okul dışı matematik eğitimi bağlamında hazırlanan matematik öğretmeni adaylarının ders planlarını incelemeyi amaçlamaktadır. Çalışmanın katılımcıları, okul dışı matematik eğitimi dersine kayıtlı 41 matematik öğretmeni adayıdır. Çalışmanın veri toplama kaynaklarını, katılımcılar tarafından hazırlanan yazılı ders planı dokümanları ve ders planlarına eklenen öğrenci çalışma kağıtlarıdır. Ders planları, a) öğretim yöntemleri, b) matematiksel bağlam ve içerik, c) etkinliğin (dersin) amacı ve d) öğrenme etkinliğinin uygulanmasının planlandığı açık hava ortamları açısından içerik analizi yoluyla incelenmiştir. Çalışmanın bulguları, matematik öğretmeni adaylarının öğrenmenin bilişsel yönlerine odaklandığını ve etkinlikleri için genellikle okul bahçesini ve yeşil alanları tercih ettiklerini, sıklıkla geometri ve ölçmeye vurgu yaptıklarını göstermektedir. Katılımcılar, okul dışı matematik eğitiminin sosyal ve psikomotor yönlerini örtük olarak belirtmişlerdir. Geometri ve ölçme ile ilgili matematiksel içerik sıklıkla gözlemlenmiştir. Katılımcılar, gözlem ve keşif, yaparak öğrenme, sorgulamaya dayalı öğrenme, disiplinlerarası öğrenme ve sınıf içi bağlamla ilişkilendirme gibi çeşitli yöntemler kullanmışlardır. Bu çalışmanın, okul dışı matematik eğitimi ve öğretmenlerin mesleki gelişimine yönelik gelecekteki çalışmalara ışık tutacağı ön görülmektedir.

Keywords

• Açık Hava Matematik Eğitimi
• Öğretmen Eğitimi
• Okul Dışı Matematik Eğitimi

An Investigation of Pre-Service Mathematics Teachers’ Lesson Plans on Outdoor Mathematics Education

Abstract

This study aimed to explore pre-service mathematics teachers’ lesson plans prepared in the context of outdoor mathematics education. Participants of the study were forty-one pre-service mathematics teachers who enrolled to a course on out-of-school mathematics education. The data sources of the study were written lesson plan documents and student’s worksheet attached to the lesson plans prepared by the participants. Their lesson plans were examined through content analysis in terms of teaching methods, the contexts and contents, and purposes behind their lesson designs, and the outdoor environments where the learning activity was planned to implement. Findings of the study highlights pre-service mathematics teachers’ focus on cognitive aspects of learning and a preference for using the schoolyard and green spaces for their activities, often emphasizing geometry and measurement. Participants implicitly mentioned social and psychomotor aspects of outdoor mathematics education. Geometry and measurement content areas were particularly observed. Participants employed several methods such as observation and exploration, hands-on learning, inquiry-based learning, interdisciplinary learning and connecting with in-class context. This study sheds light into future studies on outdoor mathematics education and development of professional training of teachers.

Keywords

• Outdoor Mathematics Education
• Teacher Education
• Out-of-school Mathematics Education

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