ORTAOKUL MATEMATİK ÖĞRETMENİ ADAYLARININ ORİGAMİ DERSİNDE EDİNDİKLERİ DENEYİMLER

Year 2019, Issue: 50, 136 - 166, 26.04.2019

Seher Avcu , Ramazan Avcu

https://doi.org/10.21764/maeuefd.482716

Abstract

Bu çalışmada ortaokul matematik öğretmeni
adaylarının seçmeli origami dersi kapsamında origamiyle ilgili edindikleri
deneyimlerin açığa çıkarılması amaçlanmıştır.  Bu derste katılımcılar etkinlik tasarlayarak,
bu etkinlikleri uygulayarak ve farklı etkinliklere katılarak origamiyle ilgili
deneyim edinmişlerdir. Araştırmanın katılımcıları 2017–2018 akademik yılının
bahar döneminde bir devlet üniversitesinde ilköğretim matematik öğretmenliği
lisans programına kayıtlı olan 19 son sınıf öğretmen adayıdır. Araştırmanın
verileri, katılımcı gözlemler ve yapılandırılmış mülakatlar yoluyla elde
edilmiştir. Veriler içerik analiz yöntemlerinden tümevarımsal analiz yöntemi
kullanılarak analiz edilmiştir. Yazarlar sürekli karşılaştırmalı analiz
tekniğini kullanarak verileri açık kodlama işlemine tabi tutmuşlardır. Benzer
kodlar bir araya getirilerek kategoriler ve temalar oluşturulmuştur. Son
olarak, araştırmacılar bağımsız olarak yaptıkları kodlamaları kontrol etmiş ve birkaç
oturum sonrasında analizler üzerinde fikir birliğine varmışlardır. Verilerin
analizine göre öğretmen adaylarının origami dersinde edindikleri deneyimler şu
dört kategori altında toplanmıştır: origaminin öğrencilerin bireysel
gelişimlerini (bilişsel, duyuşsal ve psikomotor gelişim) desteklemedeki rolüyle
ilgili deneyimler, origaminin matematik öğretimindeki rolüyle ilgili
deneyimler, origaminin matematik öğretimindeki sınırlılıklarıyla ilgili
deneyimler ve matematik öğretiminde origami kullanılırken dikkat edilmesi
gereken hususlarla ilgili deneyimler. Çalışmanın bulgularından yola çıkılarak
ileride yapılabilecek araştırmalarla ilgili önerilerde bulunulmuştur.

Keywords

Origami ile matematik öğretimi, ortaokul matematik öğretmen adayları, yaşanmış deneyimler

THE LIVED EXPERIENCES OF PROSPECTIVE MIDDLE SCHOOL MATHEMATICS TEACHERS IN AN ORIGAMI COURSE

Abstract

The purpose of this study was to explore the
lived experiences of prospective middle school mathematics teachers in an
elective origami course. In this course, the participants gained some
experience with origami by designing and implementing activities and taking
part in other participants’ activities. The participants were 19 senior
prospective middle school mathematics teachers enrolled in a teacher education
program at a public university in the spring semester of 2017–2018 academic
year. The data of this study were collected by participant observations and
semi-structured interviews. Inductive qualitative analysis, one form of content
analysis, was used to analyze the data of the study. The two authors open coded
the data by using the constant comparison technique. Categories and themes
emerged from common codes. Finally, the two authors checked their independent
codings and reached a consensus on them after a number of sessions. The
analysis of data showed that the prospective teachers had
the following four categories of experiences in the elective origami course: experiences about the role of origami in
students’ personal (cognitive, affective and psychomotor) development,
experiences about the role of origami in the teaching of mathematics,
experiences about the limitations of origami in mathematics teaching and experiences about the issues that must be considered when
using origami in mathematics lessons. Suggestions for future research were made based
on the findings of the study.

Keywords

Teaching mathematics with origami, prospective middle school mathematics teachers, lived experiences

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