CORE QUESTION EFFECTS TO IMPROVE QUALITY IN MATHEMATICS TEACHING

Abstract

How to improve your qualification in mathematics teaching is still being discussed. During the teaching process, students are shown to be willing to participate effectively in the learning environment in a way that they find the content of their learning to be enjoyable and remarkable. The aim of this study is to examine the contribution of the core question to the realization of the objectives of mathematics teaching, which is based on the impressive aspects of learning theories and models for enhancing quality in mathematics teaching. The specific case study that will lead to the identification of the methods to be used for this purpose and to the interpretation of the findings has been determined as a research study. This study was conducted with 24 students in the 9th grade of a high school in Bursa. Qualitative data collection tools were used in the study. Activities were prepared and activities were recorded and analyzed. Core question, unlike other teaching designs that It is determined that the flow of instruction is natural and that teaching is integrated with the skill. In this study, it was determined that the problem of bearing was the aim of teaching mathematics and thus, increased the quality of teaching mathematics. The results of the study are expected to contribute positively to teaching practices.

Keywords

• Active learning,constructivism,core question

MATEMATİK ÖĞRETİMİNDE NİTELİĞİ ARTTIRMADA TAŞIYICI SORU ÖRNEĞİ

Öz

Matematik öğretiminde niteliğin nasıl artırılacağı hala tartışılmaktadır. Öğretim sürecinde öğrenciler, öğrenecekleri konuların içeriğini keyifli ve dikkat çekici buldukları ölçüde öğrenme ortamına etkin olarak katılım isteği gösterirler. Bu çalışmanın amacı, matematik öğretiminde niteliği artırmaya yönelik öğrenme kuram ve modellerinin etkileyici yönlerini temele alan taşıyıcı sorunun  matematik öğretiminin amaçlarının gerçekleştirilmesine katkısının incelenmesidir. Bu amaca ulaşabilmek için kullanılacak metotların belirlenmesinde ve bulguların yorumlanmasında yol gösterecek özel durum çalışması, araştırmanın deseni olarak belirlenmiştir. Bu durum çalışması bir lisenin 9. sınıfında öğrenim gören 24 öğrenci ile yapılmıştır. Araştırmada nitel veri toplama araçları kullanılmıştır. Öğretimde etkinlikler hazırlanmış ve etkinlik uygulamaları videoya kaydedilmiş ve analizleri yapılmıştır. Taşıyıcı soru, diğer öğretim tasarımlarından farklı olarak, öğretim akışının doğal olması ve öğretimin beceri ile bütünleştirilmesine yer vermesi olarak belirlenmiştir. Bu çalışmada taşıyıcı sorunun matematik öğretim amaçlarını destekleği ve matematik öğretiminde niteliği arttırdığı belirlenmiştir. Çalışmanın sonuçlarının öğretim uygulamalarına olumlu yönde katkı yapacağı beklenmektedir.

Anahtar Kelimeler

• Aktif öğrenme,gerçekçi matematik öğretimi,taşıyıcı soru

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