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MATEMATİK ÖĞRETMENİ ADAYLARININ DERS KİTAPLARINDAN UYARLADIKLARI MODELLEME PROBLEMLERİNİN İNCELENMESİ

Year 2024, Volume: 14 Issue: 2, 842 - 864, 30.05.2024
https://doi.org/10.24315/tred.1394375

Abstract

Bu araştırmada matematik öğretmeni adaylarının ders kitaplarındaki sorulardan uyarladıkları problemlerin, modelleme problemi kriterlerini sağlama durumlarının ve söz konusu soruları seçme sebeplerinin incelenmesi amaçlanmaktadır. Bu amaç doğrultusunda araştırma, nitel araştırma desenlerinden durum çalışması ile yürütülmüştür. Araştırmanın verileri öğretmen adaylarının ders kitaplarındaki sorulardan uyarladığı on dokuz problem ve odak grup görüşmelerinden elde edilmiştir. Araştırmada veri analizi iki aşamada gerçekleştirilmiştir. İlk olarak öğretmen adaylarının geliştirdiği problemler, Borromeo-Ferri’nin (2018) belirlediği modelleme problemlerinin sahip olması gereken kriterlere dayalı olarak araştırmacılar tarafından geliştirilen bir rubrik ile analiz edilmiştir. Ardından tüm kriterleri sağlayan ve modelleme problemi olduğu belirlenen problemleri geliştiren yedi grup ile gerçekleştirilen odak grup görüşmelerinin betimsel analizi yapılmıştır. Araştırma sonuçları öğretmen adaylarının ders kitaplarındaki sorulardan uyarladıkları problemlerin, gerçekçi olma ve problem durumu oluşturma kriterlerini sağladığı ancak karmaşık, otantik ve modelleme süreci içerisinde çözülebilir olma kriterlerini sağlama durumlarında eksiklikler olduğu belirlenmiştir. Ayrıca öğretmen adaylarının ders kitaplarından söz konusu soruları seçerken genel anlamda günlük hayata, farklı çözüm yollarına ve kendi deneyimlerine uygun olma durumlarını göz önünde bulundurdukları görülmüştür. Araştırmada elde edilen sonuçlar bağlamında öğretmen adaylarının modelleme problemlerini oluştururken yaşadığı zorlukların önüne geçmek için önerilerde bulunulmuştur.

References

  • Borromeo-Ferri, R. (2006). Theoretical and empirical differentiations of phases in the modelling process. Zentralblatt für Didaktik der Mathematik, 38, 86–95. https://doi.org/10.1007/BF02655883
  • Borromeo-Ferri, R. (2014). Mathematical modelling-The teachers’ responsibility. In A. Sanfratello and B. Dickman (Eds.), Proceedings of conference on mathematical modelling at Teachers College of Columbia University (pp. 26–31). New York. https://doi.org/10.7916/jmetc.v0i0.660
  • Borromeo-Ferri, R. (2018). Learning how to teach mathematical modelling in school and teacher education. Springer International Publishing.
  • Borromeo-Ferri, R., & Blum, W. (2010). Mathematical modelling in teacher education-experiences from a modelling seminar. In V. Durand-Guerrier, S. Soury-Lavergne, & F. Arzarello (Eds.), Proceedings of the sixth Congress of the European Society for Research in Mathematics Education (pp. 2046-2055). Lyon.
  • Borromeo-Ferri, R., & Lesh, R. (2013). should interpretation systems be considered to be models if they only function implicitly?. In G. Stillman, G. Kaiser, W. Blum, & J. Brown (Eds.), Teaching Mathematical Modelling: Connecting to Research and Practice, (pp. 57-66). Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6540-5_4
  • Brady, C. E., Borromeo-Ferri, R., & Lesh, R. A. (2022). Tacit knowledge and embodied ınsight in mathematical modeling. Investigations in Mathematics Learning, 14(3), 215-234. https://doi.org/10.1080/19477503.2022.2095781
  • Brown, S. I., & Walter, M. I. (1993). Problem posing: Reflections and applications. Psychology Press. Bukova-Güzel, E. (2011). An examination of pre-service mathematics teachers’ approaches to construct and solve mathematical modelling problems. Teaching mathematics and its applications: An international journal of the IMA, 30(1), 19-36.
  • Chamberlin, S. A. & Moon, S. M. (2008). How the problem does based learning approach compare to the model-eliciting activity approach in mathematics?. International Journal for Mathematics Teaching and Learning, 9(3), 78-105.

Investigation of Modeling Problems Adapted by Pre-Service Mathematics Teachers From Textbooks

Year 2024, Volume: 14 Issue: 2, 842 - 864, 30.05.2024
https://doi.org/10.24315/tred.1394375

Abstract

In this study, it is aimed to examine the availability of modeling problems adapted by pre-service mathematics teachers from the questions in the textbooks, and the reasons for choosing the questions in question. In line with this purpose, the research was conducted with a case study, one of the qualitative research designs. The data of the study were obtained from nineteen problems adapted by the pre-service teachers from the questions in the textbooks and focus group interviews. Data analysis was carried out in two stages. First, the problems developed by the pre-service teachers were analyzed with a rubric developed by the researchers based on the criteria that modeling problems should have as determined by Borromeo-Ferri (2018). Then, descriptive analysis of the focus group interviews with seven groups that developed problems that provided all the criteria and that were determined to be modeling problems was conducted. The results of the study revealed that the problems adapted by the pre-service teachers from the questions in the textbooks provided the criteria of being realistic and problem, but there were deficiencies in meeting the criteria of being complex, authentic and solvable through the modeling process. In addition, it was observed that while selecting the questions from the textbooks, the pre-service teachers generally considered their suitability for daily life, different solution methods, and their own experiences. In the context of the results obtained in the study, suggestions were made to prevent the difficulties experienced by the pre-service teachers while designing the modeling problems.

References

  • Borromeo-Ferri, R. (2006). Theoretical and empirical differentiations of phases in the modelling process. Zentralblatt für Didaktik der Mathematik, 38, 86–95. https://doi.org/10.1007/BF02655883
  • Borromeo-Ferri, R. (2014). Mathematical modelling-The teachers’ responsibility. In A. Sanfratello and B. Dickman (Eds.), Proceedings of conference on mathematical modelling at Teachers College of Columbia University (pp. 26–31). New York. https://doi.org/10.7916/jmetc.v0i0.660
  • Borromeo-Ferri, R. (2018). Learning how to teach mathematical modelling in school and teacher education. Springer International Publishing.
  • Borromeo-Ferri, R., & Blum, W. (2010). Mathematical modelling in teacher education-experiences from a modelling seminar. In V. Durand-Guerrier, S. Soury-Lavergne, & F. Arzarello (Eds.), Proceedings of the sixth Congress of the European Society for Research in Mathematics Education (pp. 2046-2055). Lyon.
  • Borromeo-Ferri, R., & Lesh, R. (2013). should interpretation systems be considered to be models if they only function implicitly?. In G. Stillman, G. Kaiser, W. Blum, & J. Brown (Eds.), Teaching Mathematical Modelling: Connecting to Research and Practice, (pp. 57-66). Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6540-5_4
  • Brady, C. E., Borromeo-Ferri, R., & Lesh, R. A. (2022). Tacit knowledge and embodied ınsight in mathematical modeling. Investigations in Mathematics Learning, 14(3), 215-234. https://doi.org/10.1080/19477503.2022.2095781
  • Brown, S. I., & Walter, M. I. (1993). Problem posing: Reflections and applications. Psychology Press. Bukova-Güzel, E. (2011). An examination of pre-service mathematics teachers’ approaches to construct and solve mathematical modelling problems. Teaching mathematics and its applications: An international journal of the IMA, 30(1), 19-36.
  • Chamberlin, S. A. & Moon, S. M. (2008). How the problem does based learning approach compare to the model-eliciting activity approach in mathematics?. International Journal for Mathematics Teaching and Learning, 9(3), 78-105.
There are 8 citations in total.

Details

Primary Language Turkish
Subjects Mathematics Education
Journal Section Articles
Authors

Buse Gizem Yitmez 0000-0002-4163-489X

Ayşe Tekin Dede 0000-0002-8971-1970

Süha Yılmaz 0000-0002-8330-9403

Early Pub Date May 25, 2024
Publication Date May 30, 2024
Submission Date November 22, 2023
Acceptance Date March 29, 2024
Published in Issue Year 2024 Volume: 14 Issue: 2

Cite

APA Yitmez, B. G., Tekin Dede, A., & Yılmaz, S. (2024). MATEMATİK ÖĞRETMENİ ADAYLARININ DERS KİTAPLARINDAN UYARLADIKLARI MODELLEME PROBLEMLERİNİN İNCELENMESİ. Trakya Eğitim Dergisi, 14(2), 842-864. https://doi.org/10.24315/tred.1394375