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

Year 2023, Volume: 13 Issue: 4, 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

References

• Anderson, D., Kisiel, J., & Storksdieck, M. (2006). Understanding teachers' perspectives on field trips: Discovering common ground in three countries. Curator: The Museum Journal, 49(3), 365-386. https://doi.org/10.1111/j.2151-6952.2006.tb00229.x
• Anderson, D., Lawson, B., & Mayer‐Smith, J. (2006). Investigating the impact of a practicum experience in an aquarium on pre‐service teachers. Teaching Education, 17(4), 341-353. https://doi.org/10.1080/10476210601017527
• Anderson, D., Lucas, K. B., & Ginns, I. S. (2003). Theoretical perspectives on learning in an informal setting. Journal of Research in Science Teaching, 40(2), 177-199. https://doi.org/10.1002/tea.10071
• Aydemir, A. (2021). Sosyal bilgiler dersinde okul dışı öğrenme ve öğretim ortamı olarak adalet saraylarının kullanımına yönelik öğretmen adayı görüşlerinin incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 21(2), 665-681. https://doi.org/10.17240/aibuefd.2021.21.62826-824051
• Aydoğdu, A. S. E., Aydoğdu, M. Z., & Aktaş, V. (2023). Okul dışı öğrenme ortamlarıyla ilgili matematik öğretmenlerinin görüşleri. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 55, 60-78. https://doi.org/10.53444/deubefd.1171301
• Beutelspacher, A. (2012). Lessons which can be learned from the Mathematikum. In Behrends, E., Crato, N., Rodrigues, J. (Eds.), Raising public awareness of mathematics (pp. 101–108). Springer. https://doi.org/10.1007/978-3-642-25710-0_9
• Beutelspacher, A. (2018). Mathematical experiments - An ideal first step into mathematics. In G. Kaiser, H. Forgasz, M. Graven, A. Kuzniak, E. Simmt, & B. Xu (Eds.), Invited lectures from the 13th International Congress on Mathematical Education (pp. 19–29). Springer International Publishing. https://doi.org/10.1007/978-3-319-72170-5
• Bostan-Sarıoğlan, A., & Küçüközer, H. (2017). Fen bilgisi öğretmen adaylarının okul dışı öğrenme ortamları ile ilgili görüşlerinin araştırılması. İnformal Ortamlarda Araştırmalar Dergisi, 2(1), 1-15.
• Cooper, S. (2011). An exploration of the potential for mathematical experiences in informal learning environments. Visitor Studies, 14(1), 48-65. https://doi.org/10.1080/10645578.2011.557628
• Corbin, J. & Strauss, A. (2015). Basic qualitative research: Techniques and procedures for developing grounded theory. Sage Publications.
• Çağlar, S., Ünal, Y., Çalışkan, B., Gürel, R., & Durmaz, B. (2018). İnformel öğrenme ortamlarının ortaokul öğrencilerinin matematik tutumuna etkisi. Mehmet Akif Ersoy Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 10(23), 11–26. https://doi.org/10.20875/makusobed.357694
• Çiçek, Ö., & Saraç, E. (2017). Fen bilimleri öğretmenlerinin okul dışı öğrenme ortamlarındaki yaşantıları ile ilgili görüşleri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 18(3), 504-522.
• Çiğdemoğlu, C., Tekeli, A., & Fitnat, K. (2019). Okul-dışı öğrenmeye yönelik öğretmen mesleki gelişim programından mentörlük desteği alan öğretmenin öğrencilerine yansıyan etkileri: Bir örnek olay çalışması. Kastamonu Eğitim Dergisi, 27(5), 2311-2330. https://doi.org/10.24106/kefdergi.3521
• Danctep, T., Gutwill, J. P., & Sindorf, L. (2015). Comparing the visitor experience at immersive and tabletop exhibits. Curator: The Museum Journal, 58(4), 401–422. https://doi.org/10.1111/cura.12137
• Dierking, L. D., & Falk, J. H. (1992). Redefining the museum experience: the interactive experience model. Visitor Studies, 4(1), 173-176.
• Dierking, L. D., Falk, J. H., Rennie, L., Anderson, D., & Ellenbogen, K. (2003). Policy statement of the “informal science education” ad hoc committee. Journal of Research in Science Teaching, 40(2), 108-111.
• Duatepe-Paksu, A. (2019). Müzede ve bilim merkezinde matematik öğrenme. In F. Köselioğlu, U. Kanlı (Eds.), Okul duvarlarının ötesinde öğrenme yolculuğu (pp. 687-706). Nobel Akademik Yayıncılık.
• Duatepe-Paksu, A., Kazak, S. & Çontay, E. G. (2022). Okul dışı ortamlarda gerçekleştirilen matematik etkinliklerinin değerlendirilmesi: “Her Yer Matematik Projesi”. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi, 9(2), 541-558. https://doi.org/10.21666/muefd.1094581
• Ertaş-Kılıç, H. & Şen, A. İ. (2014). Okul dışı öğrenme etkinliklerine ve eleştirel düşünmeye dayalı fizik öğretiminin öğrenci tutumlarına etkisi. Eğitim ve Bilim, 34 (176), 13-36. http://dx.doi.org/10.15390/EB.2014.3635
• Eshach, H. (2007). Bridging in-school and out-of-school learning: Formal, non-formal, and informal education. Journal of Science Education and Technology, 16, 171-190. https://doi.org/10.1007/s10956-006-9027-1
• Falk, J. H., & Dierking, L. D. (1997). School field trips: Assessing their long‐term impact. Curator: The Museum Journal, 40(3), 211-218. https://doi.org/10.1111/j.2151-6952.1997.tb01304.x
• Gyllenhaal, E. D. (2006). Memories of math: Visitors’ experiences in an exhibition about calculus. Curator: The Museum Journal, 49(3), 345–364. https://doi.org/10.1111/j.2151-6952.2006.tb00228.x
• Henebry, C. (2012). The making of MoMath: America's only museum of mathematics. Math Horizons, 20(2), 14-17. https://doi.org/10.4169/mathhorizons.20.2.14
• Higher Education Council (HEC) (2018). Elementary mathematics education undergraduate program (İlköğretim matematik öğretmenliği lisans programı). https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans Programlari/Ilkogretim_Matematik_Lisans_Programi.pdf
• Hoyles, C., Noss, R., & Pozzi, S. (2001). Proportional reasoning in nursing practice. Journal for Research in Mathematics Education, 32(1), 4-27. https://doi.org/10.2307/749619
• Jankvist, U. T. (2009). A categorization of the “whys” and “hows” of using history in mathematics education. Educational Studies in Mathematics, 71, 235-261. https://doi.org/10.1007/s10649-008-9174-9
• Kanter, P. F. (1993). Helping your child learn math: With activities for children aged 5 through 13. U.S. Department of Education, Office of Educational Research and Improvement.
• Kelton, M. L. (2015). Math on the move: A video-based study of school field trips to a mathematics exhibition [Doctoral dissertation, San Diego State University]. eScholarship Repository. http://escholarship.org/uc/item/9r90x9zv
• Kelton, M. L. (2021). Mathematics learning pathways on a school fieldtrip: Interactional practices linking school and museum activity. Visitor Studies, 24(2), 220-242. https://doi.org/10.1080/10645578.2021.1939984
• Kelton, M. L., & Ma, J. Y. (2020). Assembling a torus: Family mobilities in an immersive mathematics exhibition. Cognition and Instruction, 38(3), 318-347. https://doi.org/10.1080/07370008.2020.1725013
• Kelton, M. L., & Nemirovsky, R. (2022). Politics and aesthetics of museum mathematics: the dissensual curriculum of early 21st century mathematics exhibitions. Journal of Curriculum Studies, 55(1), 82-104. https://doi.org/10.1080/00220272.2022.2061301
• Kisiel, J. (2005). Understanding elementary teacher motivations for science fieldtrips. Science Education, 89(6), 936-955. https://doi.org/10.1002/sce.20085
• Kisiel, J. (2013). Introducing future teachers to science beyond the classroom. Journal of Science Teacher Education, 24(1), 67-91. https://doi.org/10.1007/s10972-012-9288-x
• Kubat, U. (2018). Okul dışı öğrenme ortamları hakkında fen bilgisi öğretmen adaylarının görüşleri. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(48), 111–135. https://doi.org/10.21764/maeuefd.429575.
• Kus, M., & Cakiroglu, E. (2019). Eliciting students’ visual-spatial thinking processes in an art studio. In S. Goldstine, D. McKenna, & K. Fenyvesi (Eds.), Bridges 2019 Conference Proceedings (pp. 379–382). Tesselations Publishing.
• Kus, M., & Cakiroglu, E. (2022). Mathematics in the informal setting of an art studio: students’ visuospatial thinking processes in a studio thinking-based environment. Educational Studies in Mathematics, 110(3), 545-571. https://doi.org/10.1007/s10649-022-10142-8
• Le Roux, K. (2008). A critical discourse analysis of a real-world problem in mathematics: Looking for signs of change. Language and Education, 22(5), 307-326. Lowrie, T. (2005). Problem solving in technology rich contexts: Mathematics sense making in out-of-school environments. The Journal of Mathematical Behavior, 24(3-4), 275-286. https://doi.org/10.1016/j.jmathb.2005.09.008
• MacDonald, A. (2012). Young children’s photographs of measurement in the home. Early years, 32(1), 71-85. https://doi.org/10.1080/09575146.2011.608651
• Masingila, J. O. (1994). Mathematics practice in carpet laying. Anthropology & Education Quarterly, 25(4), 430-462. https://doi.org/10.1525/aeq.1994.25.4.04x0531k
• Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation. John Wiley & Sons.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: A sourcebook of new methods. Sage Publications.
• Moss, M. (2009). Outdoor mathematical experiences: Constructivism, connections, and health. In B. Clarke, B. Grevholm, & R. Millman (Eds.), Tasks in primary mathematics teacher education (pp. 263–273). Springer. https://doi.org/10.1007/978-0-387-09669-8
• Nemirovsky, R. (2018). Pedagogies of emergent learning. In G. Kaiser, H. Forgasz, M. Graven, A. Kuzniak, E. Simmt, & B. Xu (Eds.), Invited lectures from the 13th International Congress on Mathematical Education. ICME-13 monographs (pp. 401–412). Springer. https://doi.org/10.1007/978-3-319-72170-5_23
• Nemirovsky, R., Kelton, M. L., & Civil, M. (2017). Toward a vibrant and socially significant informal mathematics education. In J. Cai. Ed., Compendium for research in mathematics education, pp. 968- 979. National Council of Teachers of Mathematics.
• Nemirovsky, R., Kelton, M. L., & Rhodehamel, B. (2013). Playing mathematical instruments: Emerging perceptuomotor integration with an interactive mathematics exhibit. Journal for Research in Mathematics Education, 44(2), 372–415. https://doi.org/10.5951/jresematheduc.44.2.0372
• Nichols, S. K. (2014). Museums, universities & pre-service teachers. Journal of Museum Education, 39(1), 3-9. https://doi.org/10.1080/10598650.2014.11510790
• Olson, J. K., Cox-Petersen, A. M., & McComas, W. F. (2001). The inclusion of informal environments in science teacher preparation. Journal of Science Teacher Education, 12(3), 155-173. https://doi.org/10.1023/A:1016715127697
• Orion, N., & Hofstein, A. (1994). Factors that influence learning during a scientific field trip in a natural environment. Journal of Research in Science Teaching, 31(10), 1097-1119.
• Pattison, S. A., Ewing, S., & Frey, A. K. (2012). Testing the impact of a computer guide on visitor learning behaviors at an interactive exhibit. Visitor Studies, 15(2), 171-185. https://doi.org/10.1080/10645578.2012.715010
• Pattison, S. A., Rubin, A., & Wright, T. (2017). Mathematics in informal learning environments. A summary of the literature (updated).https://www.informalscience.org/mathematics-informal-learning-environments-summary-literature
• Price, S., & Hein, G. E. (1991). More than a field trip: Science programmes for elementary school groups at museums. International Journal of Science Education, 13(5), 505-519. https://doi.org/10.1080/0950069910130502
• Rennie, L. J., Feher, E., Dierking, L. D., & Falk, J. H. (2003). Toward an agenda for advancing research on science learning in out‐of‐school settings. Journal of Research in Science Teaching, 40(2), 112-120.
• Rogers, A. (2007). Non-formal education: Flexible schooling or participatory education? (Vol. 15). Springer Science & Business Media. https://doi.org/10.1007/0-387-28693-4
• Sen, A. I., Ertas-Kılıc, H., Oktay, O., Ekinci, S., & Kadırhan, Z. (2021). Learning science outside the classroom: development and validation of the out-of-school learning environments perception scale. Journal of Outdoor and Environmental Education, 24, 19-36. https://doi.org/10.1007/s42322-020-00070-7
• Stylianides, A. J., & Stylianides, G. J. (2008). Studying the classroom implementation of tasks: High-level mathematical tasks embedded in ‘real-life’ contexts. Teaching and Teacher Education, 24(4), 859-875. https://doi.org/10.1016/j.tate.2007.11.015
• Tisza, G., Papavlasopoulou, S., Christidou, D., Iivari, N., Kinnula, M., & Voulgari, I. (2020). Patterns in informal and non-formal science learning activities for children–A Europe-wide survey study. International Journal of Child-Computer Interaction, 25, 100184. https://doi.org/10.1016/j.ijcci.2020.100184
• Vandermaas-Peeler, M., Massey, K., & Kendall, A. (2016). Parent guidance of young children’s scientific and mathematical reasoning in a science museum. Early Childhood Education Journal, 44, 217-224. https://doi.org/10.1007/s10643-015-0714-5
• Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
• Watson, J., Brown, N., Wright, S. & Skalicky, J. (2011). Discovery a middle-school classroom inquiry: Estimating the height of a tree. The Australian Mathematics Teacher, 67(2), 14-21.