The Relationship Between Secondary Students' Perceptions on The Interactional Behavior of Mathematics Teachers and the Students' Approach to Mathematics Learning

Year 2023, , 198 - 210, 16.03.2023

Gonca Güneş , Sabahattin Deniz

https://doi.org/10.17753/sosekev.1165030

Abstract

This study examines the relationship between secondary school students' perceptions of mathematics teachers' teacher interaction behaviours and their mathematics learning approaches The study group of the research, in which the relational scanning model was used, consists of 1013 volunteer students. ‘'Teacher Interaction Scale’’ and ‘'Mathematics Learning Approaches Scale’’ were used to collect data in the study. While the teacher interaction scale consists of eight sub-dimensions and the mathematics learning approaches scale consists of three consists of sub-dimensions. Descriptive statistics and regression analyzes were used to analyze the data. The following findings were reached in the study: (1) It is seen that secondary school students adopt strategic, in-depth and surface learning approaches respectively in mathematics lessons. (2) Students perceive their mathematics teachers as helpful/friendly the most, then as understanding and leader, respectively. (3) There is a relationship between teacher interaction behaviours and students' approaches to learning mathematics. Strict and leader teacher behaviour characteristics are significant predictors of mathematics learning approaches. It has been seen that there is a positive relationship between the leader teacher feature and the deep learning approach, a negative relationship between the strict teacher feature and the deep learning approach, a positive relationship between the strict teacher feature and the surface learning approach, and a negative relationship between the strict teacher feature and the strategic learning approach.

Keywords

Teacher Interaction Behaviours, Learning Approaches, Mathematics Learning Approaches

İLKÖĞRETİM MATEMATİK ÖĞRETMENLERİNİN ETKİLEŞİM DAVRANIŞLARI İLE ÖĞRENCİLERİN MATEMATİK ÖĞRENME YAKLAŞIMLARI ARASINDAKİ İLİŞKİ

Abstract

Bu çalışmada ilköğretim matematik öğretmenlerinin etkileşim davranışları ile öğrencilerin matematik öğrenme yaklaşımları arasındaki ilişki incelenmiştir. İlişkisel tarama modelinin kullanıldığı araştırmanın çalışma grubu 1013 ortaokul öğrencisinden oluşmaktadır. Çalışma grubunun belirlenmesinde kolay ulaşılabilir örnekleme yöntemi kullanılmıştır. Araştırma verileri sekiz alt boyuttan oluşan ‘‘Öğretmen Etkileşim Ölçeği’’ ve üç alt boyuttan oluşan ‘‘Matematik Öğrenme Yaklaşımları Ölçeği’’ ile toplanmıştır. Verilerin çözümlenmesinde betimsel istatistikler ve regresyon analizleri kullanılmıştır. Araştırmada şu bulgulara ulaşılmıştır: (1) Ortaokul öğrencilerinin matematik dersinde sırayla stratejik, derinlemesine ve yüzeysel öğrenme yaklaşımlarını benimsedikleri görülmektedir. (2) Öğrenciler matematik öğretmenlerini en çok yardımsever/arkadaşça, daha sonra sırasıyla anlayışlı ve lider olarak algılamaktadırlar. (3)Öğretmen etkileşim davranışlarıyla öğrencilerin matematik öğrenme yaklaşımları arasında anlamlı bir ilişki bulunmaktadır. Öğrencilerin öğretmenlerini katı ve lider bir öğretmen olarak algılamaları onların matematik öğrenmeye yönelik yaklaşımlarını anlamlı olarak yordamaktadır. Lider öğretmen özelliği ile derin öğrenme yaklaşımı arasında pozitif yönlü, katı öğretmen özelliği ile derin öğrenme yaklaşımı arasında negatif yönlü, katı öğretmen özelliği ile yüzeysel öğrenme yaklaşımı arasında pozitif yönlü, katı öğretmen özelliği ile stratejik öğrenme yaklaşımı arasında negatif yönlü zayıf bir ilişkinin olduğu görülmüştür.

Keywords

Öğretmen Etkileşim Davranışları, Öğrenme Yaklaşımları, Matematik öğrenme Yaklaşımları

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