Elementary Mathematics Pre-Service Teachers' Understandings of Culturally Responsive Mathematics Lesson Planning Processes

Yıl 2025, Cilt: 23 Sayı: 1, 924 - 955, 30.04.2025

Emine Gül Çelebi , Gizem Güzeller

https://doi.org/10.37217/tebd.1472330

Öz

Worldwide social and cultural changes significantly affect educational processes. One of the important needs arising from these changes is the ability of teachers to conduct mathematics instruction with an understanding of cultural diversity, awareness, and culturally responsive teaching approaches. This qualitative research aims to deeply investigate the processes followed by preservice teachers when designing culturally responsive mathematics lesson plans and how these processes unfold. The participants of the study are preservice elementary mathematics teachers studying at different grade levels (2nd, 3rd, and 4th grades). The lesson plans developed by the preservice teachers constitute the main data source of the research and these plans have been analyzed under five main themes: Cognitive Demand Level (A), Depth of Knowledge and Student Understanding (B), Mathematical Discourse and Communication (C), Power and Participation (D), Funds of Knowledge/Culture/Community (E). The results of the study, consistent with related research in the literature, indicate that when preservice teachers receive systematic and effective training on culturally responsive mathematics instruction, they can develop lesson plans that adhere to the principles of this instruction.

Anahtar Kelimeler

Culturally responsive pedagogy , Mathematics teaching , Lesson planning , Pre-service mathematics teachers

İlköğretim Matematik Öğretmen Adaylarının Kültüre Duyarlı Matematik Ders Planı Tasarlama Süreçlerine Dair Anlayışları

Öz

Dünya genelinde yaşanan sosyal ve kültürel değişimler, eğitim-öğretim süreçlerini de önemli ölçüde etkilemektedir. Bu değişimlerin ortaya çıkardığı önemli ihtiyaçlardan birisi de öğretmenlerin kültürel çeşitliliği anlayan, farkındalığa sahip ve kültüre duyarlı öğretim yaklaşımları ile matematik öğretimi gerçekleştirebilmeleridir. Nitel olarak tasarlanan bu araştırma kapsamında, öğretmen adaylarının kültüre duyarlı matematik ders planlarını tasarlarken izledikleri süreçler ve bu süreçlerin nasıl gerçekleştiği derinlemesine incelenmek hedeflenmiştir. Araştırmanın katılımcılarını, farklı sınıf seviyelerinde (2., 3. ve 4. sınıf) öğrenim gören ilköğretim matematik öğretmen adayları oluşturmaktadır. Araştırmada, öğretmen adayları tarafından geliştirilen ders planları başlıca veri kaynağını oluşturmaktadır ve bu planlar; Bilişsel İstem Düzeyi (A), Bilginin ve Öğrenci Düşünüşünün Derinliği (B), Matematiksel Söylem ve İletişim (C), Otorite ve Katılım (D), Bilgi/Kültür/Topluluk Kaynakları (E) olarak beş ana tema altında analiz edilmiştir. Araştırmanın sonuçları, ilgili diğer çalışmalarla uyumlu bir şekilde, öğretmen adaylarının kültüre duyarlı matematik öğretimi konusunda düzenli ve etkin bir eğitim aldıklarında, bu öğretimin prensiplerine uygun ders planları geliştirebildiklerini göstermiştir.

Anahtar Kelimeler

Kültüre duyarlı pedagoji , Matematik öğretimi , Ders planlama , Matematik öğretmen adayları

Kaynakça

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