Sınıf öğretmenlerinin matematik zihniyeti ile matematik öğretimi yeterlik inançları arasındaki ilişkinin incelenmesi

Year 2024, Volume: 7 Issue: 1, 67 - 83, 31.05.2024

Orhan Can Candan Sibel Kaya

https://doi.org/10.33400/kuje.1317787

Abstract

Eğitim alanındaki çalışmalar güncel gelişmelere bağlı olarak degişip şekillenmektedir. Dweck (1999) tarafından geliştirilen zihniyet (mindset) teorisi yakın zamanda uluslararası alanyazında popüler hale gelmiştir. Zihniyet teorisine göre zekanın çalışarak gelişebileceğine inanmak gelişen zihniyet (growth mindset), zekanın asla değişmeyeceğine inanmak sabit zihniyet (fixed mindset) olarak adlandırılır. Zihniyet kavramı ile ilgili ulusal alanyazında yapılan çalışmaların sayıca az olduğu görülmüştür. Alanyazına katkı sağlamak amacıyla, bu çalışmada sınıf öğretmenlerinin matematik zihniyeti ile matematik öğretimi yeterlik inançları arasındaki ilişki incelenmiştir. Ayrıca, bu değişkenlerin cinsiyet, eğitim durumu, çalışılan kurum, mesleki kıdem olmak üzere demografik özelliklere göre farklılaşıp farklılaşmadığı incelenmiştir. Çalışmada nicel yöntemlerden ilişkisel tarama modeli kullanılmıştır. Örneklemini 507 katılımcının oluşturduğu çalışmada Matematik Zihniyet Ölçeği (Cury vd., 2006; Dweck, 2000) ile Matematik Öğretimi Yeterlik İnancı Ölçeği (Enochs vd., 2000) sınıf öğretmenlerine çevrimiçi platformda uygulanmıştır. Sınıf öğretmenlerine ait zihniyet ve yeterlik inancı puanları arasındaki muhtemel ilişkiyi belirlemek amacıyla Pearson korelasyon analizi yapılmıştır. Zihniyet ve yeterlik inancının demografik özelliklere göre farklılaşıp farklılaşmadığını belirlemek amacıyla bağımsız gruplar t-testi ile tek yönlü varyans analizi (ANOVA) yapılmıştır. Elde edilen bulgular, gelişen zihniyet puanları ile yeterlik inancı puanları arasında doğru, sabit zihniyet puanları ile yeterlik inancı puanları arasında ters bir orantının olduğunu göstermiştir. Erkek sınıf öğretmenleri ile devlet okulunda görev yapan sınıf öğretmenlerinin sabit zihniyet puanları anlamlı biçimde yüksektir. 1-10 yıl arası mesleki kıdeme sahip sınıf öğretmenlerinin öz-yeterlik puanları diğer gruplara göre anlamlı biçimde daha düşük çıkarken 20 yıldan fazla kıdemi bulunan sınıf öğretmenlerinin sonuç beklentisi puanları diğer gruplara göre anlamlı biçimde yüksektir. Öte yandan lisansüstü eğitime sahip sınıf öğretmenlerinin öz-yeterlik puanları anlamlı biçimde yüksek çıkmıştır. Öğretmenlere gelişen zihniyet konusunda gerekli bilgilendirilmelerin yapılması ve sınıftaki uygulamalarda gelişen zihniyeti destekleyici ortamların oluşturulması önerilmektedir.

Keywords

Gelişen zihniyet, sabit zihniyet, matematik öğretimi yeterlik inancı, sınıf öğretmenleri

Examining the relationship between primary school teachers’ mathematics mindset and mathematics teaching efficacy beliefs

Abstract

Educational studies evolve based on current developments. Mindset theory developed by Dweck (1999) has recently become popular in the international literature. According to the mindset theory, the belief that intelligence can improve over time indicates a growth mindset whereas, the belief that intelligence cannot change indicates a fixed mindset. The amount of mindset research conducted in Turkish contexts is limited. To contribute to closing this gap, the current study aims to examine the relationship between the mathematic mindset of primary school teachers and their mathematical teaching efficacy beliefs. Furthermore, this study examined the differentiation in the mindsets and mathematics teaching efficacy of the participants, depending on their demographic characteristics. For these purposes, a comparative and correlational method was used in the study. The Mathematics Mindset Scale (Cury et al., 2006; Dweck, 2000) and the Mathematics Teaching Efficacy Belief Scale (Enochs et al., 2000) were administered to 507 primary school teachers in an online platform. Pearson correlation analysis was conducted to examine the relationship between primary school teachers' mathematics mindset and mathematics teaching efficacy beliefs. Independent samples t-test and one-way ANOVA were used to examine whether the teachers' mathematics mindset and mathematics teaching efficacy beliefs differ based on their demographics. Findings showed that as growth mindset scores increased, mathematics teaching efficacy scores also increased; and efficacy scores decreased as fixed mindset scores increased. The fixed mindset scores of teachers who work in public schools and male teachers were significantly higher than their counterparts. Self-efficacy scores of teachers who work in urban schools and who have postgraduate degrees were significantly higher than the other groups. Teachers with 1-10 years of experience had significantly lower self-efficacy scores than the other two groups. In terms of the outcome expectancy scores, teachers with more than 20 years of experience received significantly higher than the other two groups. Finally, mathematics teaching self-efficacy scores were significantly higher for teachers with postgraduate education. It is recommended that teachers’ awareness of growth mindset needs to be increased and classroom environments and practices that foster growth mindset in children need to be promoted.

Keywords

Growth mindset, fixed mindset, mathematics teaching efficacy, primary school teachers

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