Middle School Mathematics Teachers' Professional Noticing Skills: The Case of Rectangular Prism Volume Problem

Abstract

This study aimed to identify the professional noticing skills of middle school mathematics teachers on student thinking about a problem related to the volume of the rectangular prism. The participants were 35 middle school mathematics teachers working in public schools in six different provinces of Turkey and having less than 15 years of professional experience. As a data collection tool, alternative student’s approach to a given problem about the volume of rectangular prism (Tekin-Sitrava, 2014) was taken as basis within the scope of the components of the “Professional Noticing of the Children’s Mathematical Thinking” (Jacobs, Lamb, and Philipp, 2010). Written data from teachers were analyzed through the coding table adapted in the light of current studies based on the theoretical framework of Jacobs et al. (2010). The findings indicated that middle school mathematics teachers generally attended to the student's mathematical strategy regarding the volume of rectangular prism with limited and robust levels. In addition, most of the teachers were at lack and limited levels of interpretation skills. Then, they usually responded to given student’s thinking at ignoring and questioning levels. The findings indicated that teachers need to develop their professional noticing skills, especially interpreting and deciding skills.

Keywords

• Middle school mathematics teachers
• professional development
• professional noticing skill
• rectangular prism.

Ortaokul Matematik Öğretmenlerinin Mesleki Fark Etme Becerileri: Dikdörtgenler Prizmasının Hacmine İlişkin Problem Durumu

Abstract

Bu çalışmanın amacı, ortaokul matematik öğretmenlerinin dikdörtgenler prizmasının hacmine ilişkin bir probleme dair öğrenci düşünüşüne yönelik mesleki fark etme becerilerini belirlemektir. Bu amaca bağlı olarak çalışmada, Türkiye’nin altı farklı ilinde Milli Eğitim Bakanlığı’na bağlı devlet okullarında görev yapan ve öğretmenlik deneyimi 15 yılı aşmamış 35 öğretmen ile çalışılmıştır. Jacobs, Lamb ve Philipp’in (2010) ortaya koyduğu “Öğrencilerin Matematiksel Düşünmelerine Yönelik Mesleki Fark Etme” kuramsal çerçevesinin bileşenleri kapsamında hazırlanan veri toplama aracında, Tekin-Sitrava’nın (2014) geliştirmiş olduğu dikdörtgenler prizmasının hacminin bulunmasına ilişkin bir probleme verilen farklı öğrenci yanıtları kullanılmıştır. Öğretmenlerden gelen yazılı veriler, Jacobs ve diğerlerinin (2010) kuramsal çerçevesi temel alınarak güncel çalışmalar ışığında uyarlanan kodlama tablosu aracılığı ile analiz edilmiştir. Çalışmanın bulguları, ortaokul matematik öğretmenlerinin dikdörtgenler prizmasının hacmine yönelik öğrencinin matematiksel stratejisini dikkate alma becerilerinin genellikle sınırlı ve tam düzeyde olduğunu göstermektedir. Ayrıca, öğretmenlerin büyük çoğunluğunun yetersiz ve sınırlı düzeyde yorumlama becerisine sahip olduğu gözlenirken, verilen öğrenci düşünüşüne genellikle ilgisiz ve yineleme düzeyinde karşılık verdikleri görülmektedir. Çalışmanın bulguları öğretmenlerin mesleki fark etme becerilerinin özellikle yorumlama ve karşılık verme boyutlarının geliştirilmesi gerektiğine işaret etmektedir.

Keywords

• Ortaokul matematik öğretmeni
• mesleki gelişim
• mesleki fark etme becerisi
• dikdörtgenler prizması.

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