Öğrencilerin Matematiksel Düşüncelerini Ortaya Çıkarmaya Yönelik Öğretmen Sorularının İncelenmesi

Year 2018, , 72 - 96, 08.04.2018

Ali Bozkurt , Semra Polat

https://doi.org/10.16949/turkbilmat.337419

Abstract

Bu çalışmada altıncı sınıf öğrencilerinin matematiksel düşüncelerini
ortaya çıkarmaya yönelik öğretmenin sorduğu soru tipleri ile öğrenci cevapları
arasındaki ilişki incelenmiştir. Veri kaynağı olarak altıncı sınıf matematik
derslerinde çekilen beş ders videosu kullanılmıştır. Çalışmada içerik analizi
yöntemi kullanılmıştır. Bu kapsamda videolardaki diyaloglar yazılı hale
getirilmiştir. Katılımcıların cevaplarından kodlar oluşturulmuş ve bu kodların
frekansları çıkarılmıştır. Analiz sonuçlarına göre öğretmenin öğrenci
cevaplarındaki eksiklikleri, yanlışlıkları ve belirsizlikleri gidermek amacıyla
daha çok özel soru tipini kullandığı ve yönlendirici soru tipini daha az
kullandığı görülmüştür. Öğrencilerin açıklamalarını gerekçelendirmelerini
sağlamak amacıyla genel soru tipini kullanarak öğrencileri yeniden düşünmeye
sevk ettiği gözlenmiştir. Ayrıca öğrenciler doğru ve tam cevap verdiklerinde
öğretmen özel soru tipini, eksik veya belirsiz cevap verdiğinde öğretmen genel
ve özel soru tiplerini tercih etmiştir. 

Keywords

Öğretmen soruları, öğrenci cevapları, matematiksel düşünme, soru tipleri

An Examination of Teacher’s Questions for Revealing Students’ Mathematical Thinking

Abstract

This study examines  sixth grade students’ mathematical thinking,through comparing  their teacher's questions and their answers to thees questions. Five class videos
taken consecutively in a particular sixth-grade classroom taught by a mathematics teacher were
used as data resource. The dialogues in the videos were transcribed. The data were qualitatively analyzed. Within the scope of the analysis,
codes were formed out of the participants’ answers, and their frequencies were
calculated. According to the results, the teacher often used specific questions to remove students' missing, incorrect or uncertain answers, while they rarely used leading question types.   Also, he used general questions
to allow the students to elaborate their explanations, thereby encouraging them to rethink their answers. Moreover, when the students answers were accurate and sufficient,
the teacher preferred general question types.  

Keywords

Teacher’s questions, student’s answers, mathematical thinking, type of questions

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