BibTex RIS Cite

Matematik Öğretmen Adaylarının Matematiğin Doğasına İlişkin Felsefî Görüşleri

Year 2019, Volume: 7 Issue: 3, 77 - 87, 01.01.2019

Abstract

Bu çalışmanın amacı, Ege Bölgesi’nde bir devlet üniversitesinin pedagojik formasyon sertifika programına devam eden, fen fakültesi matematik bölümü 4. sınıf öğrencilerinin matematiğin doğasına ilişkin felsefi görüşlerini belirlemektir. Nitel araştırma yöntemlerinin benimsendiği çalışmada veri toplama aracı olarak yarı yapılandırılmış bir görüşme formu kullanılmıştır. Verilerin analizinde literatürden belirlenen temalar ekseninde öğrenci görüşleri analiz edilmiştir. Elde edilen bulgulara göre, öğretmen adayları baskın oranda %75 yarı deneyselci felsefeye, ikinci olarak %18 mutlakçı felsefeye ve az bir kısmı da %7 her iki felsefeye yönelik görüşler beyan etmişlerdir. Öğretmen tarafından hazırlanan öğretim planlarının, öğrenme ortamlarının ve kullanılan ölçme değerlendirme yöntemlerinin öğretmenin sahip olduğu matematik felsefesi ile şekillendiği düşünüldüğünde, araştırma bulgularının önemi ortaya çıkmaktadır. Araştırmanın sonunda, matematiğin doğasına ilişkin öğretmen adayı yaklaşımlarının, öğretim programı ile uyumlu hale gelmesi için önerilere yer verilmiştir

References

  • Aktamış, H. (2012). How prospective mathematics teachers view the nature of science. Procedia - Social and Behavioral Sciences, 31, 690 – 694.
  • Amirali, M., & Halai, A. (2010). Teachers' knowledge about the nature of mathe matics: A survey of secondary school teachers in karachi, Pakistan. Bulletin of Education and Research, 32(2), 45-61
  • Baki, A. (2004). Matematik tarihi ve felsefesi. Ankara: Pegem Akademi.
  • Baki, A., Bütün, M. & Karakuş, F. (2010). Lakatos’ un matematiksel bilginin gelişim modelinin okul matematiğine uyarlanması. Turkish Journal of Computer and Mathematics Education, 1(3), 285-308
  • Baldor, J.A. (1984). Geometria Plana y del Espacio. Madrid: Codice
  • Baydar, S. C. ve Bulut, S. (2002). Öğretmenlerin matematiğin doğası ve öğretimi ile ilgili inançlarının matematik eğitimindeki önemi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 62-66.
  • Beswick, K. (2012). Teachers' beliefs about school mathematics and mathematicians' mathematics and their relationship to practice. Educational Studies in Mathematics, 79(1), 127e147.
  • Chrysostomoua, M. ve Philippou, G. N. (2010). Teachers’ epistemological beliefs and efficacy beliefs about Mathematics. Procedia Social and Behavioral Sciences, 9, 1509– 1515.
  • Xenofontos, C. (2018).Greek-Cypriot elementary teachers’ epistemological beliefs aboutmathematics. Teaching and Teacher Education.70 (1), 47-57
  • Dede, Y., & Karakuş, F. (2014). The effect of teacher training programs on pre-service mathematics teachers’ beliefs towards mathematics. Educational Sciences: Theory&Practice, 14(2), 804-809.
  • Ernest, P. (1989). The knowledge, beliefs and attitudes of the mathematics teacher: model. Journal of Education for Teaching. 15, 13-34.
  • Ernest, P. (1991). The Philosophy of Mathematics Education. London: The Falmer Press.
  • Gill, M. G., Ashton, P.T. ve Algina, J. (2004). Changing preservice Teachers epistemological beliefs about teaching and learning in mathematics: An intervention study. Contemporary Educational Psychology, 29,164–185.
  • Goodman, N.D. (1986). Mathematics as an objective science. In T. Tymoczko (Ed.), New directions in the philosophy of mathematics (pp. 79-94). Boston: Birkhauser.
  • Handal, B. (2003).Philosophies and pedagogies of mathematics.Philosophy of Mathematics Education 7http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/p mej/pome17/pdf/handal.pdf Journal
  • Handal, B., & Herrington, A. (2003). Mathematics teachers' beliefs and curriculum reform. Mathematics Education Research Journal, 15(1), 59-69.
  • Işıksal,M., Kurt, G., Doğan, O., ve Çakıroğlu, E. (2007). İlköğretim matematik öğretmen adaylarının epistemolojik kavramlamaları: üniversite ve sınıf düzeyinin etkisi. İlköğretim Online, 6(2), 313-321.
  • Köller, O., Baumert, J. ve Neubrand, J. (2000). Epistemologische überzeugungen und fachverstandnis im mathematik-und physikunterricht. In J. Baumert, W. Bos & R. Lehmann (Eds.), TIMSS/III (pp. 229–269). Opladen: Leske + Budrich.
  • Lakatos, I. (1976). Proofs and refutations: The logic of mathematics discovery. London: Cambridge University Press.
  • Lakatos, I. (1986). A Renaissance of Empiricism in the recent philosophy of mathematics? In T. Tymoczko (Ed.), New directions in the philosophy of mathematics (pp. 29-49). Boston: Birkhauser.
  • Lerman, B. (1983). Problem-solving or knowledge-centered: the influence of philosophy on mathematics teaching. International Journal of Mathematical Education in Science and Technology, 14(1), 59-66.
  • McGinnis, J.R., Shama, G., McDuffie, A., Huntley, M.A., King, K., & Watanabe, T. (1996). Researching the preparation of specialized mathematics and science upper elementary/middle-level teachers: The 2nd year report. Proceedings of the Annual Conference of the National Science Teachers Association,
  • MEB (2008). İlköğretim matematik dersi 6-8. sınıflar öğretim programı ve kılavuzu. Ankara: Talim Terbiye Kurulu Yayınları.
  • Mura, R. (1995). Images of mathematics held by university teachers of mathematics education. Educational Studies in Mathematics, 28(4), 385-399.
  • Peterson, P., Fennema, E., Carpenter, T. P., & Loef, M. (1989). Teacher’s pedagogical content beliefs in mathematics. Cognition and Instruction, 6, 1–40.
  • Polya, G. (1986). Induction and analogy in mathematics. In T. Tymoczko (Ed.), New directions in the philosophy of mathematics (pp. 99-102). Boston: Birkhauser.
  • Prediger, S. (2007). Philosophy of Mathematics in Teacher Training Courses, François, K. & Bendegem, J.P. (Eds.), Philosophical dimensions in mathematics education,( s. 43-59). New York: Springer Science Business Media.
  • Robitaille, D., & Dirks, M. (1982). Models for the mathematics curriculum. For the Learning of Mathematics, 2(3), 3-21.
  • Sanalan, V. A., Bekdemir, M., Okur, M., Kanbolat, O., Baş, F. & Özturan Sağırlı, M. (2013). Öğretmen adaylarının matematiğin doğasına ilişkin felsefi düşünceleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 33(1), 155-168.
  • Steinberg, H. (1998). Elements of epistemologicalknowledgeformathematicsteacher. Journal ofMathematicsTeacherEducation.
  • Strauss, A. L., & Corbin, J. (1990). Basics of qualitative research: grounded theory procedures and techniques.Thousand Oaks, CA: Sage.
  • Southwell, B. (1999). The lowdown on the philosophy of mathematics education. Reflections, 24(1), 44-47.
  • Thom, R. (1986). New directions in the philosophy of mathematics.T. Tymoczko (Ed.),“Modern” mathematics: An educational and philosophic error? (pp. 67-78). Boston: Birkhauser.
  • Yıldırım, A. & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri(7. Baskı). Ankara: Seçkin Yayıncılık.

Preservice Mathematics Teachers' Philosophical Views on the Nature of Mathematics

Year 2019, Volume: 7 Issue: 3, 77 - 87, 01.01.2019

Abstract

The aim of this study is to determine the philosophical views of the fourth year students of mathematics department of science faculty who are attending pedagogical formation certificate program of a public university in Aegean Region in Turkey. Qualitative research methods were adopted and a semi-structured interview form was used as data collection tool. In the analysis of the data, students' views were analyzed in the axis of the themes determined from the literature. According to the findings, pre-service teachers 75% expressed views on semi-experimentalist philosophy, second 18% on foundationalists philosophy and a small number 7% on both philosophies. Considering that the teaching plans, learning environments and measurement and evaluation methods used by the teacher are shaped by the mathematics philosophy of the teacher, the importance of the research findings emerges. At the end of the study, suggestions were made to align teacher candidates' approaches to the nature of mathematics with the curriculum

References

  • Aktamış, H. (2012). How prospective mathematics teachers view the nature of science. Procedia - Social and Behavioral Sciences, 31, 690 – 694.
  • Amirali, M., & Halai, A. (2010). Teachers' knowledge about the nature of mathe matics: A survey of secondary school teachers in karachi, Pakistan. Bulletin of Education and Research, 32(2), 45-61
  • Baki, A. (2004). Matematik tarihi ve felsefesi. Ankara: Pegem Akademi.
  • Baki, A., Bütün, M. & Karakuş, F. (2010). Lakatos’ un matematiksel bilginin gelişim modelinin okul matematiğine uyarlanması. Turkish Journal of Computer and Mathematics Education, 1(3), 285-308
  • Baldor, J.A. (1984). Geometria Plana y del Espacio. Madrid: Codice
  • Baydar, S. C. ve Bulut, S. (2002). Öğretmenlerin matematiğin doğası ve öğretimi ile ilgili inançlarının matematik eğitimindeki önemi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 62-66.
  • Beswick, K. (2012). Teachers' beliefs about school mathematics and mathematicians' mathematics and their relationship to practice. Educational Studies in Mathematics, 79(1), 127e147.
  • Chrysostomoua, M. ve Philippou, G. N. (2010). Teachers’ epistemological beliefs and efficacy beliefs about Mathematics. Procedia Social and Behavioral Sciences, 9, 1509– 1515.
  • Xenofontos, C. (2018).Greek-Cypriot elementary teachers’ epistemological beliefs aboutmathematics. Teaching and Teacher Education.70 (1), 47-57
  • Dede, Y., & Karakuş, F. (2014). The effect of teacher training programs on pre-service mathematics teachers’ beliefs towards mathematics. Educational Sciences: Theory&Practice, 14(2), 804-809.
  • Ernest, P. (1989). The knowledge, beliefs and attitudes of the mathematics teacher: model. Journal of Education for Teaching. 15, 13-34.
  • Ernest, P. (1991). The Philosophy of Mathematics Education. London: The Falmer Press.
  • Gill, M. G., Ashton, P.T. ve Algina, J. (2004). Changing preservice Teachers epistemological beliefs about teaching and learning in mathematics: An intervention study. Contemporary Educational Psychology, 29,164–185.
  • Goodman, N.D. (1986). Mathematics as an objective science. In T. Tymoczko (Ed.), New directions in the philosophy of mathematics (pp. 79-94). Boston: Birkhauser.
  • Handal, B. (2003).Philosophies and pedagogies of mathematics.Philosophy of Mathematics Education 7http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/p mej/pome17/pdf/handal.pdf Journal
  • Handal, B., & Herrington, A. (2003). Mathematics teachers' beliefs and curriculum reform. Mathematics Education Research Journal, 15(1), 59-69.
  • Işıksal,M., Kurt, G., Doğan, O., ve Çakıroğlu, E. (2007). İlköğretim matematik öğretmen adaylarının epistemolojik kavramlamaları: üniversite ve sınıf düzeyinin etkisi. İlköğretim Online, 6(2), 313-321.
  • Köller, O., Baumert, J. ve Neubrand, J. (2000). Epistemologische überzeugungen und fachverstandnis im mathematik-und physikunterricht. In J. Baumert, W. Bos & R. Lehmann (Eds.), TIMSS/III (pp. 229–269). Opladen: Leske + Budrich.
  • Lakatos, I. (1976). Proofs and refutations: The logic of mathematics discovery. London: Cambridge University Press.
  • Lakatos, I. (1986). A Renaissance of Empiricism in the recent philosophy of mathematics? In T. Tymoczko (Ed.), New directions in the philosophy of mathematics (pp. 29-49). Boston: Birkhauser.
  • Lerman, B. (1983). Problem-solving or knowledge-centered: the influence of philosophy on mathematics teaching. International Journal of Mathematical Education in Science and Technology, 14(1), 59-66.
  • McGinnis, J.R., Shama, G., McDuffie, A., Huntley, M.A., King, K., & Watanabe, T. (1996). Researching the preparation of specialized mathematics and science upper elementary/middle-level teachers: The 2nd year report. Proceedings of the Annual Conference of the National Science Teachers Association,
  • MEB (2008). İlköğretim matematik dersi 6-8. sınıflar öğretim programı ve kılavuzu. Ankara: Talim Terbiye Kurulu Yayınları.
  • Mura, R. (1995). Images of mathematics held by university teachers of mathematics education. Educational Studies in Mathematics, 28(4), 385-399.
  • Peterson, P., Fennema, E., Carpenter, T. P., & Loef, M. (1989). Teacher’s pedagogical content beliefs in mathematics. Cognition and Instruction, 6, 1–40.
  • Polya, G. (1986). Induction and analogy in mathematics. In T. Tymoczko (Ed.), New directions in the philosophy of mathematics (pp. 99-102). Boston: Birkhauser.
  • Prediger, S. (2007). Philosophy of Mathematics in Teacher Training Courses, François, K. & Bendegem, J.P. (Eds.), Philosophical dimensions in mathematics education,( s. 43-59). New York: Springer Science Business Media.
  • Robitaille, D., & Dirks, M. (1982). Models for the mathematics curriculum. For the Learning of Mathematics, 2(3), 3-21.
  • Sanalan, V. A., Bekdemir, M., Okur, M., Kanbolat, O., Baş, F. & Özturan Sağırlı, M. (2013). Öğretmen adaylarının matematiğin doğasına ilişkin felsefi düşünceleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 33(1), 155-168.
  • Steinberg, H. (1998). Elements of epistemologicalknowledgeformathematicsteacher. Journal ofMathematicsTeacherEducation.
  • Strauss, A. L., & Corbin, J. (1990). Basics of qualitative research: grounded theory procedures and techniques.Thousand Oaks, CA: Sage.
  • Southwell, B. (1999). The lowdown on the philosophy of mathematics education. Reflections, 24(1), 44-47.
  • Thom, R. (1986). New directions in the philosophy of mathematics.T. Tymoczko (Ed.),“Modern” mathematics: An educational and philosophic error? (pp. 67-78). Boston: Birkhauser.
  • Yıldırım, A. & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri(7. Baskı). Ankara: Seçkin Yayıncılık.
There are 34 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Seval Deniz Kılıç This is me

Publication Date January 1, 2019
Published in Issue Year 2019 Volume: 7 Issue: 3

Cite

IEEE S. D. Kılıç, “Matematik Öğretmen Adaylarının Matematiğin Doğasına İlişkin Felsefî Görüşleri”, Researcher, vol. 7, no. 3, pp. 77–87, 2019.

The journal "Researcher: Social Sciences Studies" (RSSS), which started its publication life in 2013, continues its activities under the name of "Researcher" as of August 2020, under Ankara Bilim University.
It is an internationally indexed, nationally refereed, scientific and electronic journal that publishes original research articles aiming to contribute to the fields of Engineering and Science in 2021 and beyond.
The journal is published twice a year, except for special issues.
Candidate articles submitted for publication in the journal can be written in Turkish and English. Articles submitted to the journal must not have been previously published in another journal or sent to another journal for publication.