MATEMATİK ÖĞRETMEN ADAYLARININ OKUL DIŞI ÖĞRENME ORTAMLARINDA MATEMATİK ÖĞRETİMİNE YÖNELİK BAKIŞ AÇILARI

Year 2023, , 2174 - 2195, 25.12.2023

Mehtap Kuş

https://doi.org/10.30783/nevsosbilen.1289830

Abstract

Bu araştırmada, ortaokul matematik öğretmen adaylarının okul dışı öğrenme ortamlarında matematik öğretimine yönelik bakış açıları araştırılmıştır. Bu araştırma kapsamında okul dışı öğrenme ortamlarında matematik eğitimine yönelik çevrim içi ders tasarlanmış olup, öğretmen adaylarının bu derse katılmadan önceki ve sonraki bakış açıları nitel yöntemlerle incelenmiştir. Araştırmanın katılımcılarını 2. ve 3. Sınıfta öğrenim görmekte olan 36 öğretmen adayı oluşturmaktadır. Araştırmada nitel araştırma yöntemlerinden fenomenoloji yöntemi kullanılmıştır. Araştırmanın veri toplama kaynağını katılımcıların ders öncesi ve ders sonrasında verilen açık uçlu sorulardan oluşan ankete verdikleri cevaplar oluşturmaktadır. Veri analizi açık kodlama tekniği ile yürütülmüştür. Analiz dört temel boyutta gerçekleştirilmiştir: (1) Okul dışı matematik eğitimine yönelik ortamların belirlenmesi (2) Okul dışı öğrenme ortamlarında matematik öğretimine yönelik bağlamlar, (3) Okul dışı öğrenme ortamlarında matematiği öğretme amaçları ve (4) Okul dışı matematik öğretimine yer verme sıklığı ve sebepleri. Araştırmanın bulguları katılımcıların dersi aldıktan sonra okul dışında matematik öğretimine yönelik bakış açılarında önemli değişikliklere işaret etmektedir. Araştırmanın bulgularının, okul dışı matematik öğretimine yönelik öğretmen eğitimi araştırmalarına ışık tutacağı ön görülmektedir.

Keywords

Okul dışı öğrenme, İnformel öğrenme, Matematik eğitimi, Öğretmen eğitimi

PRE-SERVICE MATHEMATICS TEACHERS’ PERSPECTIVES ON TEACHING MATHEMATICS IN OUT-OF-SCHOOL LEARNING ENVIRONMENTS

Abstract

This study explored pre-service middle school mathematics teachers’ perspectives on teaching mathematics in out-of-school learning environments. The current study designed an online course on out-of-school mathematics education and investigated participants’ perspectives before and after the class. The phenomenology method, one of the qualitative methods, was employed. Participants of the study were 36 2nd and 3rd-year pre-service middle school teachers who enrolled in the course. The data sources of the study were participants’ open-ended responses to questionnaires. Open coding was used to analyze the data. The data analysis was carried out under four dimensions: (1) Identification of out-of-school mathematics education environments, (2) teaching contexts for teaching mathematics in out-of-school learning environments, (3) teaching purposes for teaching mathematics in out-of-school learning environments, and (4) frequency for using out-of-school education and their reasons. The findings of the study pointed to important changes in the participants' perspectives on teaching mathematics in out-of- school learning environments after taking the course. The findings of the study would shed light into studies on teacher education in the emerging field of out-of-school mathematics education.

Keywords

Out-of-school education, informal education, mathematics education, teacher education

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