Ortaokul Matematik Öğretmeni Adaylarının Olasılık Alan Bilgilerinin Olasılığın Farklı Anlamları Açısından İncelenmesi

Year 2020, , 706 - 732, 15.12.2020

Gamze Kurt , Orkun Coşkuntuncel

https://doi.org/10.16949/turkbilmat.728122

Abstract

Olasılık öğretiminin uluslararası alanda gördüğü ilgi, Türkiye’de olasılığın ayrı bir öğrenme alanı olarak ele alınmasını sağlamış olsa da ortaokul matematik programında yoğunluğu azaltılmış ve hafifletilmiştir. Buna rağmen, ilköğretim matematik öğretmen adaylarının lisans öğrenimleri boyunca istatistik ve olasılık derslerine ayrıca yer verilmesi onların bu konuların öğretiminde yetiştirilmesi gerekliliğini göstermektedir. Fakat öğretmen adaylarının öğrenimleri boyunca aldıkları olasılık öğretiminin yeterli olmadığı, olasılığı farklı yaklaşımlarla öğrenemedikleri ve dolayısıyla da olasılığı öğretmek için gerekli yeterliğe sahip olmadıkları iddia edilmektedir. Bu durum, matematik öğretmeni adaylarının olasılığı öğretebilmek için gereken temel alan bilgisi, ileri düzeyde alan bilgisi ve uzman düzey alan bilgisi bakımından olasılık bilgilerinin incelenmesi gerekliliğini ortaya koymuştur. Bu çalışmada, matematik öğretmeni adaylarının olasılık alan bilgileri (temel, ileri ve özel) olasılığın farklı anlamları (klasik, sıklıkçı ve öznel) bağlamında incelenmiştir. Türkçe’ye çevrilerek uyarlanan olasılık alan bilgisi testinin 98 öğretmen adayına uygulanması ile elde edilen genel bulgulara göre, katılımcıların en başarılı oldukları alan bilgisinin temel düzeyde alan bilgisi olduğu ve olasılığın klasik anlamı için yeterli düzeyde bir anlayışa sahip oldukları görülmüştür. Fakat ileri düzeyde ve uzman düzey alan bilgisi için öğretmen adaylarının eksiklerinin bulunduğu, olasılığın sıklıkçı ve öznel yaklaşımına dair anlayışlarının yetersiz olduğu tespit edilmiştir. Çalışmada elde edilen sonuçlara göre, üniversite eğitimleri sırasında verilen istatistik ve olasılık derslerinin kapsamının iyileştirilmesi ve genişletilmesi ve paralel bir şekilde ortaokul matematik programlarının da olasılığın yalnızca klasik değil diğer anlamlarını da ön plana çıkarır şekilde yeniden yapılandırılması önerilmektedir.

Keywords

Olasılık alan bilgisi, olasılığın farklı anlamları, ortaokul matematik öğretmeni adayları

Assessment of Elementary Mathematics Teachers’ Probability Content Knowledge in terms of Different Meanings of Probability

Abstract

Although the international interest in teaching probability has allowed probability to be treated as a separate learning area in Turkey, its intensity has been reduced and mitigated in the middle school mathematics program. Despite this, the addition of statistics and probability courses for middle school mathematics teacher candidates during their undergraduate education shows the need for them to be trained in these subjects’ teaching. However, it is claimed that the probability knowledge that teacher candidates receive in their undergraduate years is not sufficient; they cannot learn probability with different approaches, and therefore do not have the necessary competence to teach probability. In this case, it is necessary to examine the probability knowledge in terms of common content knowledge (CCK), advanced content knowledge (ACK), and specialized content knowledge (SCK) required to teach the probability of mathematics teacher candidates. In this study, probability content knowledge (CCK, ACK, and SCK) of mathematics teacher candidates was examined in the context of different meanings of probability (classical, frequentist, and subjective). According to the general results obtained by applying the probability content knowledge test, which was adapted to Turkish to 98 teacher candidates, it was found that the content knowledge in which participants were most successful was CCK and had a sufficient level of understanding for the classical meaning of probability. However, it was found that there are deficiencies in teacher candidates for ACK and SCK, and their understanding of the frequentist and subjective approach of probability is insufficient. It was recommended to improve and expand the scope of statistics and probability courses given during university education. In parallel, restructuring middle school mathematics programs could be applied to emphasize classical and other meanings of probability

Keywords

Probability content knowledge, preservice elementary mathematics teachers, meanings of probability

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