Ortaokul Öğrencilerine Verilen Matematik Ev Ödevleri Hakkında Öğrenci ve Öğretmen Görüşleri

Abstract

Çalışmada ortaokullarda öğrencilere verilen matematik ev ödevlerinin özellikleri, ödevlere verilen geri bildirim türleri ve ev ödevlerine aile katılımının nasıl sağlandığı araştırılmıştır. Araştırma bir tarama yöntem çalışmasıdır. Araştırmaya 563 ortaokul öğrencisi ve 116 ortaokul matematik öğretmeni katılmıştır. Çalışmanın verileri öğretmen ve öğrenciler için hazırlanan anketler aracılığıyla toplanmıştır. Anketlerden elde edilen verilerin analizinde betimsel istatistik yöntemleri ve ki—kare testi kullanılmıştır. Çalışma bulguları matematik öğretmenlerinin haftada en az bir kez ödev verdiklerini ve öğrencilerin yarıdan fazlasının ödevlerine tavsiye edilen zamandan daha fazla zaman ayırdığını göstermektedir. Öğretmenlerin daha çok öğrenilen konunun pekişmesi gibi öğretimsel amaçlı ödevler verdiği sonucuna varılmıştır. Ayrıca kavramsal öğrenmeyi sağlayan ilişkisel anlama yerine, işlemsel anlamayı destekleyen alıştırma sorusuları ve çoktan seçmeli sorular türünde ödev verdikleri görülmüştür. Öğretmenlerin verdikleri ödevlerin yapılıp yapılmadığını kontrol ettikleri fakat ödevlerin sınıf içinde tartışmaya açma veya yazılı bildirim verme gibi uyguları tercih etmedikleri belirlenmiştir. Aileler ve öğretmenlerin çoğunlukla veli toplantıları aracılığla iletişim kurduğu görülmüş, ailelerin ev ödevlerine destek türünde katılım sağladığı belirlenmiştir.

Keywords

• ortaokul matematik ev ödevleri
• ödev uygulamaları
• geri bildirim
• aile katılımı

Opinions of Students and Teachers about Mathematics Homework Assigned to Middle School Students

Abstract

In this study, mathematics homework implementations in middle schools, feedback types given to homework and how parents involve in homework process were investigated. Survey research method was employed in this study. A total of 563 middle school students and 116 middle school mathematics teachers participated in the study. Data of the study were collected through questionnaires prepared for both students and teachers. Descriptive statistics and chi-square test were used in data analysis process. Findings showed that teachers assigned mathematics homework at least once a week and many students spent more hours than recommended for their homework. Most of the time, teachers assigned homework with instructional purposes like practicing knowledge and skills learned in the class. Moreover, teachers mostly assigned homework in the type of drill or multiple choice questions which supports students’ procedural knowledge rather than conceptual knowledge They checked whether students do homework regularly; however, they did not prefer to disscuss homework in class and give written feedback to homework frequently. Study also showed that teachers communicated with parents generally in parent meetings and parents involved in homework process through supporting their children to do homework.

Keywords

• Middle school mathematics homework
• homework implementation
• feedback
• parent involvement

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