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Matematik Eğitiminde Teknoloji Odaklı Gerçekleştirilen bir Proje Kapsamında Matematik Öğretmenlerinin Teknolojiye Yönelik Görüş ve Farkındalıklarının İncelenmesi

Year 2022, Volume: 9 Issue: 1, 196 - 211, 01.05.2022
https://doi.org/10.21666/muefd.951476

Abstract

Bu çalışmanın amacı, Matematik Eğitiminde Yenilikçi Teknoloji Uygulamaları projesi kapsamında ortaokul matematik öğretmenlerinin teknoloji kullanımı konusunda görüş ve farkındalıklarının nasıl geliştiğini/değiştiğini incelemektir. Valsiner’in alan teorisi bu çalışmanın kuramsal çerçevesi olarak belirlenmiştir. Araştırma, nitel araştırma paradigması benimsenerek durum çalışması ile desenlenmiştir. Araştırmanın katılımcıları Türkiye’nin farklı bölgelerinden seçilmiş Milli Eğitim Bakanlığı’na bağlı devlet okullarında çalışan 22 ortaokul matematik öğretmenidir. Proje öncesi ve sonrasında katılımcılar ile yapılan odak grup görüşme kayıtları çalışmanın veri grubunu oluşturmaktadır. Benimsenen çerçeve kapsamında, matematik öğretmenlerinin söylemlerinin analizinde özellikle serbest hareket alanları ve desteklenen eylem alanları belirlenmiştir. Çalışmanın bulguları, proje eğitimlerinden önce öğretmenlerin teknoloji kullanımı bağlamında serbest hareket alanlarının çok kısıtlı olduğunu, bu öğretmenlerin çoğunlukla teknolojiyi statik olarak kullandıklarını ve öğrencilerinin eylemlerini kağıtkalem ortamından farklı olarak destekleyemediklerini göstermektedir. Fakat eğitimlerden sonra öğretmenler, serbest hareket alanlarının genişlediğini, özellikle ücretsiz ve kolay erişim sağlayabilecekleri birçok yazılımın müfredat kazanımları doğrultusunda nasıl kullanabileceklerini öğrendiklerini ve desteklenen eylem alanlarının da genişlediğini ifade etmişlerdir.

Supporting Institution

TÜBİTAK

Project Number

118B154

References

  • Artigue, M. (2002). Learning mathematics in a CAS environment: the genesis of a reflection about instrumentation and the dialectics between technical and conceptual work. International Journal of Computers for Mathematical Learning, 7, 245–274.
  • Baki, A. (1996). Matematik öğretiminde bilgisayar her şey midir?. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 12(12), 135-143.
  • Blanton, M. L., Westbrook, S., & Carter, G. (2005). Using Valsiner’s Zone Theory to interpret teaching practices in mathematics and science classroom. Journal of Mathematics Teacher Education, 8, 5–33.
  • Bozkurt, A. ve Cilavdaroğlu, A.K. (2011). Matematik ve sınıf öğretmenlerinin teknolojiyi kullanma ve derslerine teknolojiyi entegre etme algıları. Kastamonu Eğitim Dergisi, 19(3), 859-870.
  • Clark-Wilson, A., Robutti, O., & Sinclair, N. (2014). The mathematics teacher in the digital era. Dordrecht: Springer.
  • Cohen, L., Manion, L. & Morrison, K. (2007). Research Methods in Education (6th ed.). London: Routledge.
  • Crisan, C., Lerman, S., & Winbourne, P. (2007). Mathematics and ICT: A framework for conceptualising secondary school mathematics teachers’ classroom practices. Technology, Pedagogy and Education, 16(1), 21–39.
  • Cuban, L., Kirkpatrick, H. & Peck, C. (2001). High access and low use of technologies in high school classrooms: explaining an apparent paradox. American Educational Research Journal, 38(4), 813–834.
  • Çakıroğlu, Ü., Güven, B. ve Akkan, Y. (2008). Matematik öğretmenlerinin matematik eğitiminde bilgisayar kullanımına yönelik inançlarının incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35, 38-52.
  • Çiftçi, S., Taşkaya, S. M., & Alemdar, M. (2013). Sınıf öğretmenlerinin FATİH Projesine ilişkin görüşleri. İlköğretim Online, 12 (1), 227-240.
  • Drijvers, P., Doorman, M., Boon, P., Reed, H., & Gravemeijer, K. (2010). The teacher and the tool: Instrumental orchestrations in the technology-rich mathematics classroom. Educational Studies in Mathematics, 75(2), 213–234.
  • Galigan, L. (2008). Using Valsiner. Proceeding of the 31st Annual Conference of the PROCEEDING ISBN : 978 – 979 – 16353 – 7 – 0 International Seminar and the Fourth National Conference on Mathematics Education 2011 Department of Mathematics Education, Yogyakarta State University 36 Yogyakarta, July 21-23 2011 Mathematics Education Research Group of Australasia M. Goos, R. Brown, & K. Makar, @MERGA Inc., 211-218.
  • Goos, M & Bennison, A. (2008). Teacher Professional Identities and the Integration of Technology into Secondary School Mathematics. Paper presented at the annual conference of the Australian Association for Research in Education, Brisbane.
  • Goos, M. et al. (2009). Teachers and Teaching: Theoretical Perspectives and Issues Concerning Classroom Implementation. In: Hoyles C., Lagrange JB. (eds) mathematics education and technology-rethinking the terrain (p.311-328). New ICMI Study Series, vol 13. Springer, Boston, MA.
  • Gueudet, G., & Trouche, L. (2009). Towards new documentation systems for mathematics teachers? Educational Studies in Mathematics, 71(3), 199–218.
  • Güven, B., ve Kaleli-Yılmaz, G. (2016). Tasarlanan Hizmet-İçi Eğitim Kursunun Ortaokul Matematik Öğretmenlerinin Teknoloji Kullanım Düzeylerine Etkisi. Eğitim ve Bilim, 41(188), 35-66.
  • Karaarslan, E., Boz, B. & Yıldırım, K. (2013). Matematik ve geometri eğitiminde teknoloji tabanlı yaklaşımlar, Türkiye İnternet konferansında sunulan sözlü bildiri. İstanbul Üniversitesi.
  • Kayaduman, H., Sırakaya, M. ve Seferoğlu, S.S. (2011). Eğitimde FATİH Projesinin Öğretmenlerin Yeterlik Durumları Açısından İncelenmesi. Akademik Bilişim, 2-4 Şubat, İnönü Üniversitesi-Malatya.
  • Lagrange, J. B., Artigue, M., Laborde, C., & Trouche, L. (2003). Technology and mathematics education: A multidimensional study of the evolution of research and innovation. Second international handbook of mathematics education, 237–269.
  • Lavicza, Z., & Papp-Varga, Z. (2010). Integrating GeoGebra into IWB-equipped teaching environments: Preliminary results. Technology, Pedagogy and Education, 19(2), 245–252.
  • Merriam, S.B. (1998) Qualitative research and case study applications in education. Jossey-Bass Publishers, San Francisco.
  • Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th edition). San Francisco, CA: John Wiley & Sons.
  • Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook: Qualitative data analysis (Second edition). Thousand Oaks, CA: Sage Publications, Inc.
  • Milli Eğitim Bakanlığı (MEB) (2017). Matematik Dersi Öğretim Programı (İlkokul ve ortaokul 1,2,3,4,5,6,7 ve 8. Sınıflar). Ankara: MEB.
  • NCTM. (2008). The role of technology in the teaching and learning of mathematics. Reston, VA, NCTM.
  • Pamuk, S., Çakır, R., Ergun, M., Yılmaz, H. B., & Ayas, C. (2013). The use of tablet PC and interactive board from the perspectives of teachers and students: Evaluation of the FATİH Project. Educational Sciences: Theory & Practice, 13(3), 1815-1822.
  • Pelgrum, W. J. (2001). Obstacles to the Integration of ICT in Education: Results from A Worldwide Educational Assessment. Computers and Education, 37, 163–178.
  • Thurm, D., Barzel, B. (2020). Effects of a professional development program for teaching mathematics with technology on teachers’ beliefs, self-efficacy and practices. ZDM Mathematics Education 52, 1411–1422.
  • Türk Eğitim Derneği (TED) (2009). Öğretmen yeterlikleri. http://portal.ted.org.tr/yayinlar/Ogretmen_Yeterlik_Kitap.pdf adresinden indirilmiştir.
  • Uslu, O., & Bümen, N.T. (2012). Effects of the Professional development program on Turkish teachers: technology integration along with attitude towards ICT in education. The Turkish Online Journal of Educational Technology, 11(3), 115-127.
  • Valsiner, J. (1997). Culture and the development of children’s action: A theory of human development. (2nd ed.) New York: John Wiley & Sons.
  • Veen, W. (1993) ‘The Role of Beliefs in the Use of Information Technology: implications for teacher education, or teaching the right thing at the right time’. Journal of Information Technology for Teacher Education, 2, 139–153.
  • Yıldırım, A. & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.
  • Yin, R. (2018). Case study research: Design and methods (6th ed.). London: Sage.
  • Zengin, Y. (2019). Development of mathematical connection skills in a dynamic learning environment. Education and Information Technologies, 24 (3), 2175–2194.

An Examination of Mathematics Teachers' Views and Awareness of Technology Integration in the Scope of A Technology-based Project in Mathematics Education

Year 2022, Volume: 9 Issue: 1, 196 - 211, 01.05.2022
https://doi.org/10.21666/muefd.951476

Abstract

The aim of this study is to examine how the views and awareness of middle school mathematics teachers on technology integration have developed/changed within the scope of a project called Innovative Technological Practices in Mathematics Education. Valsiner’s Zone theory has been used as a theoretical framework of this study. The research was designed as a case study by adopting the qualitative research paradigm. The participants of the study are 22 middle school mathematics teachers working in public schools affiliated to the Ministry of National Education, selected from different regions of Turkey. Data consisted of focus group interviews that were conducted with the participants before and after the project. For the data analysis, Valsiner’s zone theory especially zone of free movement and zone of promoted action were determined in the analysis of the discourses of mathematics teachers. The findings of the study indicate that before the project, teachers had limited in the zone of free movement in the context of technology integration, these teachers mostly used technology statically and could not support their students’ actions different than the paper-pencil environment. However, after the project, the teachers stated that their zone of free movement areas expanded as they learned how to use a number of software that they can access freely and easily in line with the curriculum goals and also their zone of promoted action was expanded.

Project Number

118B154

References

  • Artigue, M. (2002). Learning mathematics in a CAS environment: the genesis of a reflection about instrumentation and the dialectics between technical and conceptual work. International Journal of Computers for Mathematical Learning, 7, 245–274.
  • Baki, A. (1996). Matematik öğretiminde bilgisayar her şey midir?. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 12(12), 135-143.
  • Blanton, M. L., Westbrook, S., & Carter, G. (2005). Using Valsiner’s Zone Theory to interpret teaching practices in mathematics and science classroom. Journal of Mathematics Teacher Education, 8, 5–33.
  • Bozkurt, A. ve Cilavdaroğlu, A.K. (2011). Matematik ve sınıf öğretmenlerinin teknolojiyi kullanma ve derslerine teknolojiyi entegre etme algıları. Kastamonu Eğitim Dergisi, 19(3), 859-870.
  • Clark-Wilson, A., Robutti, O., & Sinclair, N. (2014). The mathematics teacher in the digital era. Dordrecht: Springer.
  • Cohen, L., Manion, L. & Morrison, K. (2007). Research Methods in Education (6th ed.). London: Routledge.
  • Crisan, C., Lerman, S., & Winbourne, P. (2007). Mathematics and ICT: A framework for conceptualising secondary school mathematics teachers’ classroom practices. Technology, Pedagogy and Education, 16(1), 21–39.
  • Cuban, L., Kirkpatrick, H. & Peck, C. (2001). High access and low use of technologies in high school classrooms: explaining an apparent paradox. American Educational Research Journal, 38(4), 813–834.
  • Çakıroğlu, Ü., Güven, B. ve Akkan, Y. (2008). Matematik öğretmenlerinin matematik eğitiminde bilgisayar kullanımına yönelik inançlarının incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35, 38-52.
  • Çiftçi, S., Taşkaya, S. M., & Alemdar, M. (2013). Sınıf öğretmenlerinin FATİH Projesine ilişkin görüşleri. İlköğretim Online, 12 (1), 227-240.
  • Drijvers, P., Doorman, M., Boon, P., Reed, H., & Gravemeijer, K. (2010). The teacher and the tool: Instrumental orchestrations in the technology-rich mathematics classroom. Educational Studies in Mathematics, 75(2), 213–234.
  • Galigan, L. (2008). Using Valsiner. Proceeding of the 31st Annual Conference of the PROCEEDING ISBN : 978 – 979 – 16353 – 7 – 0 International Seminar and the Fourth National Conference on Mathematics Education 2011 Department of Mathematics Education, Yogyakarta State University 36 Yogyakarta, July 21-23 2011 Mathematics Education Research Group of Australasia M. Goos, R. Brown, & K. Makar, @MERGA Inc., 211-218.
  • Goos, M & Bennison, A. (2008). Teacher Professional Identities and the Integration of Technology into Secondary School Mathematics. Paper presented at the annual conference of the Australian Association for Research in Education, Brisbane.
  • Goos, M. et al. (2009). Teachers and Teaching: Theoretical Perspectives and Issues Concerning Classroom Implementation. In: Hoyles C., Lagrange JB. (eds) mathematics education and technology-rethinking the terrain (p.311-328). New ICMI Study Series, vol 13. Springer, Boston, MA.
  • Gueudet, G., & Trouche, L. (2009). Towards new documentation systems for mathematics teachers? Educational Studies in Mathematics, 71(3), 199–218.
  • Güven, B., ve Kaleli-Yılmaz, G. (2016). Tasarlanan Hizmet-İçi Eğitim Kursunun Ortaokul Matematik Öğretmenlerinin Teknoloji Kullanım Düzeylerine Etkisi. Eğitim ve Bilim, 41(188), 35-66.
  • Karaarslan, E., Boz, B. & Yıldırım, K. (2013). Matematik ve geometri eğitiminde teknoloji tabanlı yaklaşımlar, Türkiye İnternet konferansında sunulan sözlü bildiri. İstanbul Üniversitesi.
  • Kayaduman, H., Sırakaya, M. ve Seferoğlu, S.S. (2011). Eğitimde FATİH Projesinin Öğretmenlerin Yeterlik Durumları Açısından İncelenmesi. Akademik Bilişim, 2-4 Şubat, İnönü Üniversitesi-Malatya.
  • Lagrange, J. B., Artigue, M., Laborde, C., & Trouche, L. (2003). Technology and mathematics education: A multidimensional study of the evolution of research and innovation. Second international handbook of mathematics education, 237–269.
  • Lavicza, Z., & Papp-Varga, Z. (2010). Integrating GeoGebra into IWB-equipped teaching environments: Preliminary results. Technology, Pedagogy and Education, 19(2), 245–252.
  • Merriam, S.B. (1998) Qualitative research and case study applications in education. Jossey-Bass Publishers, San Francisco.
  • Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th edition). San Francisco, CA: John Wiley & Sons.
  • Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook: Qualitative data analysis (Second edition). Thousand Oaks, CA: Sage Publications, Inc.
  • Milli Eğitim Bakanlığı (MEB) (2017). Matematik Dersi Öğretim Programı (İlkokul ve ortaokul 1,2,3,4,5,6,7 ve 8. Sınıflar). Ankara: MEB.
  • NCTM. (2008). The role of technology in the teaching and learning of mathematics. Reston, VA, NCTM.
  • Pamuk, S., Çakır, R., Ergun, M., Yılmaz, H. B., & Ayas, C. (2013). The use of tablet PC and interactive board from the perspectives of teachers and students: Evaluation of the FATİH Project. Educational Sciences: Theory & Practice, 13(3), 1815-1822.
  • Pelgrum, W. J. (2001). Obstacles to the Integration of ICT in Education: Results from A Worldwide Educational Assessment. Computers and Education, 37, 163–178.
  • Thurm, D., Barzel, B. (2020). Effects of a professional development program for teaching mathematics with technology on teachers’ beliefs, self-efficacy and practices. ZDM Mathematics Education 52, 1411–1422.
  • Türk Eğitim Derneği (TED) (2009). Öğretmen yeterlikleri. http://portal.ted.org.tr/yayinlar/Ogretmen_Yeterlik_Kitap.pdf adresinden indirilmiştir.
  • Uslu, O., & Bümen, N.T. (2012). Effects of the Professional development program on Turkish teachers: technology integration along with attitude towards ICT in education. The Turkish Online Journal of Educational Technology, 11(3), 115-127.
  • Valsiner, J. (1997). Culture and the development of children’s action: A theory of human development. (2nd ed.) New York: John Wiley & Sons.
  • Veen, W. (1993) ‘The Role of Beliefs in the Use of Information Technology: implications for teacher education, or teaching the right thing at the right time’. Journal of Information Technology for Teacher Education, 2, 139–153.
  • Yıldırım, A. & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.
  • Yin, R. (2018). Case study research: Design and methods (6th ed.). London: Sage.
  • Zengin, Y. (2019). Development of mathematical connection skills in a dynamic learning environment. Education and Information Technologies, 24 (3), 2175–2194.
There are 35 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Gülay Bozkurt 0000-0001-9573-5920

Project Number 118B154
Early Pub Date March 23, 2022
Publication Date May 1, 2022
Published in Issue Year 2022 Volume: 9 Issue: 1

Cite

APA Bozkurt, G. (2022). Matematik Eğitiminde Teknoloji Odaklı Gerçekleştirilen bir Proje Kapsamında Matematik Öğretmenlerinin Teknolojiye Yönelik Görüş ve Farkındalıklarının İncelenmesi. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi, 9(1), 196-211. https://doi.org/10.21666/muefd.951476