ORTAOKUL MATEMATİK ÖĞRETMENLERİNİN KURDUKLARI PROBLEMLERİN GÜÇLÜK DÜZEYİNE YÖNELİK GÖRÜŞLERİNİN İNCELENMESİ

Year 2015, Volume: 16 Issue: 2, 63 - 81, 01.05.2015

Tuğrul Kar Cemalettin Işık

Abstract

Bu araştırmada, ortaokul matematik öğretmenlerinin kesirlerle toplama veya çıkarma işlemlerine yönelik kurdukları problemlerin güçlük düzeylerini belirlerken dikkate aldıkları ölçütlerin tespit edilmesi amaçlanmıştır. Ayrıca kurulan problemlerin kavramsal analizi yapılarak, olası hatalarının belirlenmesi de hedeflenmiştir. Araştırmaya, Erzurum il merkezinde görev yapan beş öğretmen katılmıştır. Araştırmada veriler, serbest problem kurma etkinliğine yönelik hazırlanan problem kurma testi ve odak-grup görüşme sürecinin video kaydının yapılması yoluyla toplanmıştır. Veriler öğretim için matematik bilgisi teorik çerçevesine göre analiz edilmiştir. Öğretmenlerin problemin zorluk düzeyini arttırmada genel olarak işlem yapısına odaklandıkları, buna karşın farklı ölçütleri dikkate almada sınırlı bir bakış açısına sahip oldukları belirlenmiştir. Bunun yanında bazı öğretmenlerin kurulan problemlerde hatalar sergiledikleri de tespit edilmiştir.

Keywords

problem kurma, kesirlerle toplama ve çıkarma, matematik öğretmenleri

The Investigation of Middle School Mathematics Teachers' Views on the Difficulty Levels of Posed Problems

Abstract

The present study aimed to determine the criteria that middle school mathematics teachers considered in assessing the difficulty levels of problems they posed on the addition and subtraction of fractions. Furthermore, a conceptual analysis was made on the problems posed in order to identify potential errors. Five teachers from schools in the central districts of Erzurum participated in the study. Data were collected through videorecording the focus-group interviews, as well as the administration of the problem posing test designed for the free problem posing activity. Collected data were analyzed according to the theoretical framework of the mathematical knowledge for teaching. With respect to increasing the difficulty level of a problem, teachers were determined to focus on the structure of the operation in general and it was found that they had a limited perspective in considering different criteria. Some of the teachers were also identified to have errors in posing problems

Keywords

problem posing, additon and subtraction with fractions, mathematics teachers

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