Research Article
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Matematiğin Gerçek Hayatla İlişkilendirilmesi: Ortaokul Matematik Öğretmeni Adaylarının Nasıl İlişkilendirme Kurduklarına Yönelik Bir İnceleme

Year 2017, , 438 - 458, 07.11.2017
https://doi.org/10.16949/turkbilmat.298081

Abstract

Matematiğin gerçek
hayatla ilişkilendirilmesi son yıllarda önemle üzerinde durulan bir konu olarak
dikkat çekmektedir. Yapılan çalışmaların birçoğu bu tür ilişkilendirmelerin
önemli olduğunu vurgularken, çok az bir kısmı öğretmenlerin ve öğretmen
adaylarının matematiği gerçek hayatla neden ve nasıl ilişkilendirdiğini
incelemektedir. Bu çalışmanın katılımcılarını, orta ölçekli bir devlet üniversitesinde
matematik öğretmenliği bölümünde öğrenim görmekte olan ve 2015-2016 bahar
döneminde Özel Öğretim Yöntemleri-II dersini alan üçüncü sınıf matematik
öğretmeni adayları oluşturmaktadır. 57 ortaokul matematik öğretmeni adayından
kazanımlar doğrultusunda gerçek hayat ilişkilendirmeleri kurmaları ve
nedenlerini açıklamaları istenmiştir. Verilerin analizi aşamasında Gainsburg
(2008) ve Lee’nin (2012) gerçek hayat ilişkilendirmelerine yönelik kodları
kullanılmıştır. Sonuçlar, gerçek hayat ilişkilendirme çalışmalarıyla öğretmen
adaylarının üstü kapalı olarak değil açıkça ilişkilendirmeler yapabildiğini,
matematiğin gerçek hayatla ilişkisini kavrayabildiğini ve ilişkilendirmelerin
öğrenciler açısından yararını fark edebildiğini göstermektedir.

References

  • Baki, A., Çatlıoğlu, H., Coştu, S., & Birgin, O. (2009). Conceptions of high school students about mathematical connections to the real-life. Procedia Social and Behavioral Sciences, 1, 1402–1407.
  • Bartels, B. J. (1995). Examining and promoting mathematical connections with concept maps (Unpublished doctoral dissertation). University of Illinois, Urbana-Champaign.
  • Beswick, K. (2011). Putting context in context: An examination of the evidence for the benefits of 'contextualised' tasks. International Journal of Science and Mathematics Education, 9(2), 367-390.
  • Blum, W., Alsina, C., Biembengut, M. S., Bouleau, N., Confrey, J., Galbraith, P., …Henn, H. W. (2002). ICMI Study 14: Applications and modelling in mathematics education - Discussion Document. Zentralblatt für Didaktik der Mathematik, 34(5), 229–239.
  • Brenner, M. E. (2002). Everyday problem solving and curriculum implementation: An invitation to try pizza. In M. E. Brenner & J. N. Moschkovich (Eds.), Everyday and academic mathematics in the classroom (pp. 63-92). Reston, VA: National Council of Teacher of Mathematics.
  • Carpenter, T. P., & Lehrer, R. (1999). Teaching and learning mathematics with understanding. In E. Fennema & T. A. Romberg (Eds.), Mathematics classrooms that promote understanding (pp. 19–32). Mahwah, NJ: Lawrence Erlbaum.
  • Chapman, O. (2006). Classroom practices for context of mathematics word problems. Educational Studies in Mathematics, 62, 211–230.
  • De Bock, D., Verschaffel, L., Janssens, D., Van Dooren, W., & Claes, K. (2003). Do realistic contexts and graphical representations always have a beneficial impact on students’ performance? Negative evidence from a study on modelling non-linear geometry problems. Learning & Instruction, 13(4), 441-463.
  • Dickinson, P., Eade, F., Gough, S., & Hough, S. (2010). Using realistic mathematics education with low to middle attaining pupils in secondary schools. In M. Joubert & P. Andrews (Eds.), Seventh British congress of mathematics education (BCME7) (Vol. 30(1), pp. 73-80). University of Manchester: British Society for Research into Learning Mathematics.
  • Eli, J. A., Mohr-Schroeder, M. J., & Lee, C. W. (2011). Exploring mathematical connections of prospective middle-grades teachers through card-sorting tasks. Mathematics Education Research Journal, 23, 297-319.
  • Filloy, E., & Sutherland, R. (1996). Designing curricula for teaching and learning algebra. In A. J. Bishop, K. Clements, C. Keitel, J. Kilpatrick & C. Laborde (Eds.), International handbook of mathematics education (pp. 139–160). Dordrecht: Kluwer Academic Publishers.
  • Freudenthal, H. (1978). Weeding and sowing. Dordrecht: Reidel Publishing Company.
  • Gainsburg, J. (2008). Real-world connections in secondary mathematics teaching. Journal of Mathematics Teacher Education, 11(3), 199-219.
  • Gravemeijer, K., & Terwel, J. (2000). Hans Freudenthal: A mathematician on didactics and curriculum theory. Journal of Curriculum Studies, 32(6), 777-796.
  • Kaplan, A., Duran, M., Doruk, M. ve Öztürk, M. (2015). Gerçekçi matematik eğitimi destekli öğretimin matematik başarısına etkisi: Bir meta-analiz çalışması. Journal of Human Sciences, 12(2), 187-206.
  • Karakoç, G., & Alacacı, C. (2015). Real world connections in high school mathematics curriculum and teaching. Turkish Journal of Computer and Mathematics Education, 6(1), 31-46.
  • Lee, J. (2012). Prospective elementary teachers’ perceptions of real-life connections reflected in posing and evaluating story problems. Journal of Mathematics Teacher Education, 15(6), 429-452.
  • 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.
  • Lubienski, S. (2000). Problem solving as a means toward mathematics for all: A look through a class lens. Journal for Research in Mathematics Education, 31(4), 454-482.
  • Milli Eğitim Bakanlığı [MEB]. (2013a). Ortaokul matematik dersi (5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara: MEB.
  • Milli Eğitim Bakanlığı [MEB]. (2013b). Ortaöğretim matematik dersi (9, 10, 11 ve 12. sınıflar) öğretim programı. Ankara: MEB.
  • Moschkovich, J. (2002). An introduction to examining everyday and academic mathematical practices. In M. Brenner & J. Moschkovich (Eds.), Everyday and academic mathematics in the classroom (pp. 1-11). Reston, VA: NCTM.
  • Özdemir, E. ve Üzel, D. (2011). Gerçekçi matematik eğitiminin öğrenci başarısına etkisi ve öğretime yönelik öğrenci görüşleri. Hacettepe Eğitim Fakültesi Dergisi, 40, 332-343.
  • National Council of Teachers of Mathematics [NCTM]. (2012). Mathematics education in the United States 2012: A capsule summary fact book. Retrieved October 15, 2016 from http://www.nctm.org/uploadedFiles/About/MathEdInUS2012.pdf
  • Nicol, C. (2002). Where's the math? Prospective teachers visit the workplace. Educational Studies in Mathematics, 50, 289–309.
  • Orrill, C. H., & Kittleson, J. M. (2015). Tracing professional development to practice: Connection making and content knowledge in one teacher’s experience. Journal of Mathematics Teacher Education, 18(3), 273-297.
  • Özgeldi, M. (2012). Middle school mathematics teachers’ use of textbooks and integration of textbook tasks into practice: A mixed methods study (Unpublished doctoral dissertation). Middle East Technical University, Social Sciences Institute, Ankara.
  • Romberg, T. A., & Kaput, J. J. (1999). Mathematics worth teaching, mathematics worth understanding. In E. Fennema & T. A. Romberg (Eds.), Mathematics classrooms that promote understanding (pp. 3–17). Mahwah, NJ: Lawrence Erlbaum.
  • Schmidt, W. H., McKnight, C. C., Valverde, G. A., Houang, R. T., & Wiley, D. E. (1997). Many visions, many aims: Cross-national invention of curricular intentions in school mathematics. Dordrecht: Kluwer.
  • Singletary, L. M. (2012). Mathematical connections made in practice: An examination of teachers’ belief and practices (Unpublished doctoral dissertation). University of Georgia, Athens.
  • Stylianides, A. J., & Stylianides, G. J. (2008). Studying the implementation of tasks in classroom settings: High-level mathematics tasks embedded in “real-life” contexts. Teaching and Teacher Education, 24, 859-875.
  • Trafton, P. R., Reys, B. J., & Wasman, D. G. (2001). Standards-based mathematics curriculum materials: A phrase in search of a definition. The Phi Delta Kappan, 83(3), 259-264.
  • Van Den Heuvel-Panhuizen, M. (2003). The didactical use of models in realistic mathematics education: An example from a longitudinal trajectory on percentage. Educational Studies in Mathematics, 54(1), 9-35.
  • Wubbels, T., Korthagen, F., & Broekman, H. (1997). Preparing teachers for realistic mathematics education. Educational Studies in Mathematics, 32, 1–28.
  • Yıldırım, A. ve Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri (6. baskı). Ankara: Seçkin Yayıncılık.

Connecting Mathematics to Real Life: An Investigation on How Prospective Secondary Mathematics Teachers Build Real Life Connections

Year 2017, , 438 - 458, 07.11.2017
https://doi.org/10.16949/turkbilmat.298081

Abstract

In
recent years, it has been drawn attention to the real life connections with
mathematics as an important topic. Although the majority of the studies in the
literature point that building the real life connection is vital, only some of
them examine how and why teachers and prospective teachers build this
connection. The participants of this study were the third-year prospective
mathematics teachers who were studying in the department of mathematics
teaching at a medium-sized state university and who take the Special Teaching
Methods-II course in spring 2015-2016. 57 prospective secondary mathematics
teachers were asked to establish real life connections in the direction of
objectives from the teaching program, and to explain their reasons. The codes
obtained from the study of Gainsburg (2008) and Lee (2012) were used for the
data analysis. The findings indicated that prospective teachers were able to
make explicit connections between mathematics and real life, understand the
relation of mathematics to real life, and appreciate the use of building
connections for the students.

References

  • Baki, A., Çatlıoğlu, H., Coştu, S., & Birgin, O. (2009). Conceptions of high school students about mathematical connections to the real-life. Procedia Social and Behavioral Sciences, 1, 1402–1407.
  • Bartels, B. J. (1995). Examining and promoting mathematical connections with concept maps (Unpublished doctoral dissertation). University of Illinois, Urbana-Champaign.
  • Beswick, K. (2011). Putting context in context: An examination of the evidence for the benefits of 'contextualised' tasks. International Journal of Science and Mathematics Education, 9(2), 367-390.
  • Blum, W., Alsina, C., Biembengut, M. S., Bouleau, N., Confrey, J., Galbraith, P., …Henn, H. W. (2002). ICMI Study 14: Applications and modelling in mathematics education - Discussion Document. Zentralblatt für Didaktik der Mathematik, 34(5), 229–239.
  • Brenner, M. E. (2002). Everyday problem solving and curriculum implementation: An invitation to try pizza. In M. E. Brenner & J. N. Moschkovich (Eds.), Everyday and academic mathematics in the classroom (pp. 63-92). Reston, VA: National Council of Teacher of Mathematics.
  • Carpenter, T. P., & Lehrer, R. (1999). Teaching and learning mathematics with understanding. In E. Fennema & T. A. Romberg (Eds.), Mathematics classrooms that promote understanding (pp. 19–32). Mahwah, NJ: Lawrence Erlbaum.
  • Chapman, O. (2006). Classroom practices for context of mathematics word problems. Educational Studies in Mathematics, 62, 211–230.
  • De Bock, D., Verschaffel, L., Janssens, D., Van Dooren, W., & Claes, K. (2003). Do realistic contexts and graphical representations always have a beneficial impact on students’ performance? Negative evidence from a study on modelling non-linear geometry problems. Learning & Instruction, 13(4), 441-463.
  • Dickinson, P., Eade, F., Gough, S., & Hough, S. (2010). Using realistic mathematics education with low to middle attaining pupils in secondary schools. In M. Joubert & P. Andrews (Eds.), Seventh British congress of mathematics education (BCME7) (Vol. 30(1), pp. 73-80). University of Manchester: British Society for Research into Learning Mathematics.
  • Eli, J. A., Mohr-Schroeder, M. J., & Lee, C. W. (2011). Exploring mathematical connections of prospective middle-grades teachers through card-sorting tasks. Mathematics Education Research Journal, 23, 297-319.
  • Filloy, E., & Sutherland, R. (1996). Designing curricula for teaching and learning algebra. In A. J. Bishop, K. Clements, C. Keitel, J. Kilpatrick & C. Laborde (Eds.), International handbook of mathematics education (pp. 139–160). Dordrecht: Kluwer Academic Publishers.
  • Freudenthal, H. (1978). Weeding and sowing. Dordrecht: Reidel Publishing Company.
  • Gainsburg, J. (2008). Real-world connections in secondary mathematics teaching. Journal of Mathematics Teacher Education, 11(3), 199-219.
  • Gravemeijer, K., & Terwel, J. (2000). Hans Freudenthal: A mathematician on didactics and curriculum theory. Journal of Curriculum Studies, 32(6), 777-796.
  • Kaplan, A., Duran, M., Doruk, M. ve Öztürk, M. (2015). Gerçekçi matematik eğitimi destekli öğretimin matematik başarısına etkisi: Bir meta-analiz çalışması. Journal of Human Sciences, 12(2), 187-206.
  • Karakoç, G., & Alacacı, C. (2015). Real world connections in high school mathematics curriculum and teaching. Turkish Journal of Computer and Mathematics Education, 6(1), 31-46.
  • Lee, J. (2012). Prospective elementary teachers’ perceptions of real-life connections reflected in posing and evaluating story problems. Journal of Mathematics Teacher Education, 15(6), 429-452.
  • 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.
  • Lubienski, S. (2000). Problem solving as a means toward mathematics for all: A look through a class lens. Journal for Research in Mathematics Education, 31(4), 454-482.
  • Milli Eğitim Bakanlığı [MEB]. (2013a). Ortaokul matematik dersi (5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara: MEB.
  • Milli Eğitim Bakanlığı [MEB]. (2013b). Ortaöğretim matematik dersi (9, 10, 11 ve 12. sınıflar) öğretim programı. Ankara: MEB.
  • Moschkovich, J. (2002). An introduction to examining everyday and academic mathematical practices. In M. Brenner & J. Moschkovich (Eds.), Everyday and academic mathematics in the classroom (pp. 1-11). Reston, VA: NCTM.
  • Özdemir, E. ve Üzel, D. (2011). Gerçekçi matematik eğitiminin öğrenci başarısına etkisi ve öğretime yönelik öğrenci görüşleri. Hacettepe Eğitim Fakültesi Dergisi, 40, 332-343.
  • National Council of Teachers of Mathematics [NCTM]. (2012). Mathematics education in the United States 2012: A capsule summary fact book. Retrieved October 15, 2016 from http://www.nctm.org/uploadedFiles/About/MathEdInUS2012.pdf
  • Nicol, C. (2002). Where's the math? Prospective teachers visit the workplace. Educational Studies in Mathematics, 50, 289–309.
  • Orrill, C. H., & Kittleson, J. M. (2015). Tracing professional development to practice: Connection making and content knowledge in one teacher’s experience. Journal of Mathematics Teacher Education, 18(3), 273-297.
  • Özgeldi, M. (2012). Middle school mathematics teachers’ use of textbooks and integration of textbook tasks into practice: A mixed methods study (Unpublished doctoral dissertation). Middle East Technical University, Social Sciences Institute, Ankara.
  • Romberg, T. A., & Kaput, J. J. (1999). Mathematics worth teaching, mathematics worth understanding. In E. Fennema & T. A. Romberg (Eds.), Mathematics classrooms that promote understanding (pp. 3–17). Mahwah, NJ: Lawrence Erlbaum.
  • Schmidt, W. H., McKnight, C. C., Valverde, G. A., Houang, R. T., & Wiley, D. E. (1997). Many visions, many aims: Cross-national invention of curricular intentions in school mathematics. Dordrecht: Kluwer.
  • Singletary, L. M. (2012). Mathematical connections made in practice: An examination of teachers’ belief and practices (Unpublished doctoral dissertation). University of Georgia, Athens.
  • Stylianides, A. J., & Stylianides, G. J. (2008). Studying the implementation of tasks in classroom settings: High-level mathematics tasks embedded in “real-life” contexts. Teaching and Teacher Education, 24, 859-875.
  • Trafton, P. R., Reys, B. J., & Wasman, D. G. (2001). Standards-based mathematics curriculum materials: A phrase in search of a definition. The Phi Delta Kappan, 83(3), 259-264.
  • Van Den Heuvel-Panhuizen, M. (2003). The didactical use of models in realistic mathematics education: An example from a longitudinal trajectory on percentage. Educational Studies in Mathematics, 54(1), 9-35.
  • Wubbels, T., Korthagen, F., & Broekman, H. (1997). Preparing teachers for realistic mathematics education. Educational Studies in Mathematics, 32, 1–28.
  • Yıldırım, A. ve Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri (6. baskı). Ankara: Seçkin Yayıncılık.
There are 35 citations in total.

Details

Journal Section Research Articles
Authors

Meriç Özgeldi 0000-0002-4623-9397

Aslıhan Osmanoğlu This is me 0000-0002-3549-3656

Publication Date November 7, 2017
Published in Issue Year 2017

Cite

APA Özgeldi, M., & Osmanoğlu, A. (2017). Connecting Mathematics to Real Life: An Investigation on How Prospective Secondary Mathematics Teachers Build Real Life Connections. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 8(3), 438-458. https://doi.org/10.16949/turkbilmat.298081
AMA Özgeldi M, Osmanoğlu A. Connecting Mathematics to Real Life: An Investigation on How Prospective Secondary Mathematics Teachers Build Real Life Connections. Turkish Journal of Computer and Mathematics Education (TURCOMAT). December 2017;8(3):438-458. doi:10.16949/turkbilmat.298081
Chicago Özgeldi, Meriç, and Aslıhan Osmanoğlu. “Connecting Mathematics to Real Life: An Investigation on How Prospective Secondary Mathematics Teachers Build Real Life Connections”. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 8, no. 3 (December 2017): 438-58. https://doi.org/10.16949/turkbilmat.298081.
EndNote Özgeldi M, Osmanoğlu A (December 1, 2017) Connecting Mathematics to Real Life: An Investigation on How Prospective Secondary Mathematics Teachers Build Real Life Connections. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 8 3 438–458.
IEEE M. Özgeldi and A. Osmanoğlu, “Connecting Mathematics to Real Life: An Investigation on How Prospective Secondary Mathematics Teachers Build Real Life Connections”, Turkish Journal of Computer and Mathematics Education (TURCOMAT), vol. 8, no. 3, pp. 438–458, 2017, doi: 10.16949/turkbilmat.298081.
ISNAD Özgeldi, Meriç - Osmanoğlu, Aslıhan. “Connecting Mathematics to Real Life: An Investigation on How Prospective Secondary Mathematics Teachers Build Real Life Connections”. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 8/3 (December 2017), 438-458. https://doi.org/10.16949/turkbilmat.298081.
JAMA Özgeldi M, Osmanoğlu A. Connecting Mathematics to Real Life: An Investigation on How Prospective Secondary Mathematics Teachers Build Real Life Connections. Turkish Journal of Computer and Mathematics Education (TURCOMAT). 2017;8:438–458.
MLA Özgeldi, Meriç and Aslıhan Osmanoğlu. “Connecting Mathematics to Real Life: An Investigation on How Prospective Secondary Mathematics Teachers Build Real Life Connections”. Turkish Journal of Computer and Mathematics Education (TURCOMAT), vol. 8, no. 3, 2017, pp. 438-5, doi:10.16949/turkbilmat.298081.
Vancouver Özgeldi M, Osmanoğlu A. Connecting Mathematics to Real Life: An Investigation on How Prospective Secondary Mathematics Teachers Build Real Life Connections. Turkish Journal of Computer and Mathematics Education (TURCOMAT). 2017;8(3):438-5.