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Matematik Öğretmenlerinin Ders Kitaplarını Okuma Düzeyleri: Öğretim Programının Hedefleri Doğrultusunda Bir İnceleme

Year 2016, Volume: 7 Issue: 2, 460 - 485, 04.08.2016
https://doi.org/10.16949/turcomat.82924

Abstract

Öğretim programlarının bir yansıması konumunda olan ders kitaplarını öğretmenin nasıl okuduğu (programın öngördüğü bilgi, beceri ve değer hedeflerini kitaplarda okuyup okumadığı, vb. davranışlar) programın başarıya ulaşmasında önem arz eder. Bu çalışmada ortaokul matematik öğretmenlerinin matematik ders kitaplarını nasıl okuduklarının, öğretim programlarının hedefleri doğrultusunda incelenmesi amaçlanmaktadır. Bunun için 30 ortaokul matematik öğretmenine kesirlerde sadeleştirme ve genişletme ile ilgili bir kazanımın 5. sınıf matematik ders kitabındaki öğretimi bir kitap parçası halinde verilmiş ve “sizce bu kazanımın öğretimine ilişkin kitap yazarları nelere dikkat etmiştir?” sorusu yöneltilmiştir. Bulgularda öğretmenlerin ders kitabındaki kazanımlara yansıtılan akıl yürütme, ilişkilendirme iletişim gibi matematiksel süreç becerilerini okuyamadıkları görülmüştür. Bulgular öğretmenlerin ders kitabını ağırlıklı olarak “yapılanları betimleme”, “öneri sunma” ve “eksik belirtme” çerçevesinde okuduklarını ve bu okumalarının da programın öngördüğü matematik öğretimi açısından oldukça yüzeysel olduğunu ortaya koymaktadır. Bu doğrultuda çalışma, öğretmenlerin ders kitabı okumalarının gelişmesi için öğretmenlere hangi becerilerin kazandırılması gerektiği yönündeki araştırmalara dikkat çekmekte ve araştırma özelinde önerilere yer vermektedir.

References

  • Aineamani, B., & Naicker S. (2014). Mathematics text book analysis: A guide to choosing the appropriate mathematics textbook. The Association for Mathematics Education of SouthAfrica-AMESA. Retrieved from http://www.amesa.org.za/AMESA2014/Proceedings/Amesa%20-%20Proceedings%20Books%20-%20Vol%201%20(CD).pdf
  • Alacacı, C., Özalp, G., Başaran, M., & Kalender, İ. (2014). Mathematical knowledge and skills expected by higher education: implications for curriculum design and textbook content. Paper presented at Conference on Mathematics Textbook Research and Development (ICMT-2014), Southampton, UK.
  • Ball, D. L. (1996). Teacher learning and the mathematics reforms: What do we think we know and what do we need to learn? Phi Delta Kappan, 77(7), 500- 508.
  • Ball, D. L., & Cohen, D. K. (1996). Reform by the book: What is -- or might be -- the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25(9), 6-8, 14.
  • Bingölbali, E. ve Coşkun, M.(2016). İlişkilendirme becerisinin matematik öğretiminde kullanımının geliştirilmesi için kavramsal çerçeve önerisi. Eğitim ve Bilim, 41(183), 233-249.
  • Burden, P. R. (1982). Developmental supervision: Reducing teacher stress at different career stages. Paper presented at Annual Conference of the Association of Teacher Educators. Retrieved from http://files.eric.ed.gov/fulltext/ED218267.pdf
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (Ed.). (2008). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi Yayınları.
  • Christensen, J. (1983). Stages of teachers' careers: Implications for professional development. Retrieved from http://files.eric.ed.gov/fulltext/ED227054.pdf
  • Clarkson, P. (1993). Gender, ethnicity and textbooks. Australian Mathematics Teacher, 49(2), 14–16.
  • Collopy, R. (2003). Curriculum materials as a professional development tool: How a mathematics textbook affected two teachers’ learning. Elementary School Journal, 103(3), 287–311.
  • Çelik D. ve Cinemre Y. (2012). İlköğretim 8. sınıf matematik ders kitabının eğitimsel tasarımına ilişkin öğretmen ve uzman görüşleri. Milli Eğitim, 41, 216-239.
  • Erbaş, A. K., Alacaci, C., & Bulut, M. (2012). A comparison of mathematics textbooks from Turkey, Singapore, and the United States of America. Educational Sciences: Theory and Practice, 12(3), 2324-2329.
  • Fan, L., Zhu, Y., & Miao, Z. (2013). Textbook research in mathematics education: development status and directions. ZDM, 45(5), 633-646.
  • Fan, L., & Zhu, Y. (2007). Representation of problem-solving procedures: A comparative look at China, Singapore, and US mathematics textbooks. Educational Studies in Mathematics, 66(1), 61–75.
  • Gueudet, G., Pepin, B., & Trouche, L. (2012). From text to lived resources: Curriculum material and mathematics teacher development. London: Springer.
  • Haggarty, L., & Pepin, B. (2002). An investigation of mathematics textbooks and their use in English, French and German classrooms: Who gets an opportunity to learn what? British Educational Research Journal, 28(4), 567-590.
  • Johansson, M. (2003). Textbooks in mathematics education: a study of textbooks as the potentially implemented curriculum (Unpublished licentiate thesis). Lulea University of Technology, Sweeden.
  • Johansson, M. (2005). The mathematics textbook: from artefact to instrument. Nordic Studies in Mathematics Education, NOMAD, 10(3-4), 43-64.
  • Johansson, M. (2006). Teaching mathematics with textbooks: A classroom and curricular perspective (Unpublished doctoral dissertation). Lulea University of Technology, Sweeden.
  • Krammer, H. P. (1985). The textbook as classroom context variable. Teaching and Teacher Education, 1(4), 273-278.
  • Lin, P. J., & Tsai, W. H. (2014). Improvement in teachers’ interpretation of mathematics textbooks. Paper presented at Conference on Mathematics Textbook Research and Development (ICMT-2014), Southampton, UK.
  • Milli Eğitim Bakanlığı [MEB]. (2013a). Ortaokul matematik dersi (5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara: Devlet Kitapları Müdürlüğü Basımevi.
  • Milli Eğitim Bakanlığı [MEB]. (2013b). Ortaokul 5. Sınıf matematik ders kitabı. Ankara: Devlet Kitapları Müdürlüğü Basımevi.
  • National Council of Teachers of Mathematics [NCTM]. (2000). Principles and standards for school mathematics. Reston, VA: Yazar.
  • O’Keeffe, L., & O’Donoghue, J. (2011). A review of school textbooks for Project Maths. National Centre for Excellence in Mathematics and Science Teaching and Learning (NCE-MSTL), Limerick.
  • Özen, M. ve Çakıroğlu, E. (2012). A comparative analysis of measures of central tendency in mathematics textbooks from Turkey, Singapore and The United States. European Educational Research Association (ECER). Retrieved from http://www.eera-ecer.de/ecer-programmes/pdf/conference/6/contribution/17256/
  • Özgeldi, M. ve Çakıroğlu, E. (2011). Exploring mathematics teachers’ use of textbooks: A mixed methods study. Paper presented at 35th Conference of the International Group for the Psychology of Mathematics Education, Ankara, Türkiye.
  • Pepin, B., & Haggarty, L. (2001). Mathematics textbooks and their use in English, French and German classrooms. Zentralblattfür Didaktik der Mathematik, 33(5), 158-175.
  • Pepin, B., Gueudet, G., Yerushalmy, M., Trouche, L., & Chazan, D. (2015). e-textbooks in/for teaching and learning mathematics: A disruptive and potentially transformative educational technology. Handbook of International Research in Mathematics Education (3rd ed., pp. 636-661). Springer, New York.
  • Polat, S., Bingölbali, E. ve Bindak, R. (2015). Ortaokul matematik öğretmenlerinin matematiksel süreç becerilerine ilişkin bilgileri. 2. Türk Bilgisayar ve Matematik Eğitimi Sempozyumu’nda sunulan bildiri, Adıyaman Üniversitesi, Adıyaman.
  • Remillard, J. T. (2000). Can curriculum materials support teachers' learning? Two fourth-grade teachers' use of a new mathematics text. Elementary School Journal, 100(4), 331-350.
  • Remillard, J. T., & Bryans, M. B. (2004). Teachers' orientations toward mathematics curriculum materials: Implications for teacher learning. Journal for Research in Mathematics Education, 35(5), 352-388.
  • Robitaille, D. F., Schmidt, W. H., Raizen, S. A., McKnight, C. C., Britton, E. D., & Nicol, C. (1993). Curriculum frameworks for mathematics and science, Vol 1. Vancouver, Canada: Pacific Educational Press.
  • Rock, S. (1992). An examination of selected features of six mathematics textbooks at the seventh-grade level (Unpublished doctoral dissertation). University of Wisconsin, Madison, WI.
  • Sağlam, R., & Alacacı, C. (2012). A comparative analysis of quadratics unit in Singaporean, Turkish and IBDP mathematics textbooks. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 3(3), 131-147.
  • Shield, M., ve Dole, S. (2008). A methodology for evaluating middle-years mathematics textbooks. ICME-11 DG-17, Monterey, Mexico.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 15(2), 4-14.
  • Stylianides, G. J. (2009). Reasoning-and-proving in school mathematics textbooks. Mathematical Thinking and Learning, 11(4), 258–288.
  • TTKB. (2013). Taslak ders kitaplarının incelenmesinde değerlendirmeye esas olacak kriterler. Şubat 2016 tarihinde e-mufredat.meb.gov.tr/Dokumanlar/14062748_incelemekriterleri_14012013.pdf adresinden erilmiştir.
  • Valverde, G. A., Bianchi, L. J., Wolfe, R. G., Schmidt, W. H., & Houang, R. T. (2002). According to the book: Using TIMSS to investigate the translation of policy into practice through the world of textbook. Dordrecht, The Netherlands: Kluwer.

Mathematics Teachers’ Levels of Reading Textbooks: An Investigation within the Context of the Curriculum Objectives

Year 2016, Volume: 7 Issue: 2, 460 - 485, 04.08.2016
https://doi.org/10.16949/turcomat.82924

Abstract

How teachers read or interpret textbooks, which represent curricula, is important for successful implementation of curricula (the level of reading of knowledge, skills and values in the textbooks that curriculum sets forth for students’ learning). This paper aims to investigate how middle school mathematics teachers read mathematics textbooks in the light of goals of middle school mathematics curriculum. To this end, a 5th grade mathematics textbook’s segment which covers one learning objective about simplifying and expanding fractions is given to 30 middle school mathematics teachers and they are asked this following question: “What do think that the textbooks writers pay attention for teaching of this learning objective?” The findings reveal that the teachers did not read such mathematical process skills as reasoning, making connection, and communication which were reflected into the learning objective in the textbook. The findings also show that the teachers mainly read the textbooks by “describing what is done”, “providing suggestion”, and “pointing out short comings” and these suggest that this type of reading is rather superficial as far as the teaching that the curriculum aims to achieve is concerned. The paper draws attention to the issues regarding how the textbook reading skills of mathematics teachers can be developed and presents some implications about textbook research.

References

  • Aineamani, B., & Naicker S. (2014). Mathematics text book analysis: A guide to choosing the appropriate mathematics textbook. The Association for Mathematics Education of SouthAfrica-AMESA. Retrieved from http://www.amesa.org.za/AMESA2014/Proceedings/Amesa%20-%20Proceedings%20Books%20-%20Vol%201%20(CD).pdf
  • Alacacı, C., Özalp, G., Başaran, M., & Kalender, İ. (2014). Mathematical knowledge and skills expected by higher education: implications for curriculum design and textbook content. Paper presented at Conference on Mathematics Textbook Research and Development (ICMT-2014), Southampton, UK.
  • Ball, D. L. (1996). Teacher learning and the mathematics reforms: What do we think we know and what do we need to learn? Phi Delta Kappan, 77(7), 500- 508.
  • Ball, D. L., & Cohen, D. K. (1996). Reform by the book: What is -- or might be -- the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25(9), 6-8, 14.
  • Bingölbali, E. ve Coşkun, M.(2016). İlişkilendirme becerisinin matematik öğretiminde kullanımının geliştirilmesi için kavramsal çerçeve önerisi. Eğitim ve Bilim, 41(183), 233-249.
  • Burden, P. R. (1982). Developmental supervision: Reducing teacher stress at different career stages. Paper presented at Annual Conference of the Association of Teacher Educators. Retrieved from http://files.eric.ed.gov/fulltext/ED218267.pdf
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (Ed.). (2008). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi Yayınları.
  • Christensen, J. (1983). Stages of teachers' careers: Implications for professional development. Retrieved from http://files.eric.ed.gov/fulltext/ED227054.pdf
  • Clarkson, P. (1993). Gender, ethnicity and textbooks. Australian Mathematics Teacher, 49(2), 14–16.
  • Collopy, R. (2003). Curriculum materials as a professional development tool: How a mathematics textbook affected two teachers’ learning. Elementary School Journal, 103(3), 287–311.
  • Çelik D. ve Cinemre Y. (2012). İlköğretim 8. sınıf matematik ders kitabının eğitimsel tasarımına ilişkin öğretmen ve uzman görüşleri. Milli Eğitim, 41, 216-239.
  • Erbaş, A. K., Alacaci, C., & Bulut, M. (2012). A comparison of mathematics textbooks from Turkey, Singapore, and the United States of America. Educational Sciences: Theory and Practice, 12(3), 2324-2329.
  • Fan, L., Zhu, Y., & Miao, Z. (2013). Textbook research in mathematics education: development status and directions. ZDM, 45(5), 633-646.
  • Fan, L., & Zhu, Y. (2007). Representation of problem-solving procedures: A comparative look at China, Singapore, and US mathematics textbooks. Educational Studies in Mathematics, 66(1), 61–75.
  • Gueudet, G., Pepin, B., & Trouche, L. (2012). From text to lived resources: Curriculum material and mathematics teacher development. London: Springer.
  • Haggarty, L., & Pepin, B. (2002). An investigation of mathematics textbooks and their use in English, French and German classrooms: Who gets an opportunity to learn what? British Educational Research Journal, 28(4), 567-590.
  • Johansson, M. (2003). Textbooks in mathematics education: a study of textbooks as the potentially implemented curriculum (Unpublished licentiate thesis). Lulea University of Technology, Sweeden.
  • Johansson, M. (2005). The mathematics textbook: from artefact to instrument. Nordic Studies in Mathematics Education, NOMAD, 10(3-4), 43-64.
  • Johansson, M. (2006). Teaching mathematics with textbooks: A classroom and curricular perspective (Unpublished doctoral dissertation). Lulea University of Technology, Sweeden.
  • Krammer, H. P. (1985). The textbook as classroom context variable. Teaching and Teacher Education, 1(4), 273-278.
  • Lin, P. J., & Tsai, W. H. (2014). Improvement in teachers’ interpretation of mathematics textbooks. Paper presented at Conference on Mathematics Textbook Research and Development (ICMT-2014), Southampton, UK.
  • Milli Eğitim Bakanlığı [MEB]. (2013a). Ortaokul matematik dersi (5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara: Devlet Kitapları Müdürlüğü Basımevi.
  • Milli Eğitim Bakanlığı [MEB]. (2013b). Ortaokul 5. Sınıf matematik ders kitabı. Ankara: Devlet Kitapları Müdürlüğü Basımevi.
  • National Council of Teachers of Mathematics [NCTM]. (2000). Principles and standards for school mathematics. Reston, VA: Yazar.
  • O’Keeffe, L., & O’Donoghue, J. (2011). A review of school textbooks for Project Maths. National Centre for Excellence in Mathematics and Science Teaching and Learning (NCE-MSTL), Limerick.
  • Özen, M. ve Çakıroğlu, E. (2012). A comparative analysis of measures of central tendency in mathematics textbooks from Turkey, Singapore and The United States. European Educational Research Association (ECER). Retrieved from http://www.eera-ecer.de/ecer-programmes/pdf/conference/6/contribution/17256/
  • Özgeldi, M. ve Çakıroğlu, E. (2011). Exploring mathematics teachers’ use of textbooks: A mixed methods study. Paper presented at 35th Conference of the International Group for the Psychology of Mathematics Education, Ankara, Türkiye.
  • Pepin, B., & Haggarty, L. (2001). Mathematics textbooks and their use in English, French and German classrooms. Zentralblattfür Didaktik der Mathematik, 33(5), 158-175.
  • Pepin, B., Gueudet, G., Yerushalmy, M., Trouche, L., & Chazan, D. (2015). e-textbooks in/for teaching and learning mathematics: A disruptive and potentially transformative educational technology. Handbook of International Research in Mathematics Education (3rd ed., pp. 636-661). Springer, New York.
  • Polat, S., Bingölbali, E. ve Bindak, R. (2015). Ortaokul matematik öğretmenlerinin matematiksel süreç becerilerine ilişkin bilgileri. 2. Türk Bilgisayar ve Matematik Eğitimi Sempozyumu’nda sunulan bildiri, Adıyaman Üniversitesi, Adıyaman.
  • Remillard, J. T. (2000). Can curriculum materials support teachers' learning? Two fourth-grade teachers' use of a new mathematics text. Elementary School Journal, 100(4), 331-350.
  • Remillard, J. T., & Bryans, M. B. (2004). Teachers' orientations toward mathematics curriculum materials: Implications for teacher learning. Journal for Research in Mathematics Education, 35(5), 352-388.
  • Robitaille, D. F., Schmidt, W. H., Raizen, S. A., McKnight, C. C., Britton, E. D., & Nicol, C. (1993). Curriculum frameworks for mathematics and science, Vol 1. Vancouver, Canada: Pacific Educational Press.
  • Rock, S. (1992). An examination of selected features of six mathematics textbooks at the seventh-grade level (Unpublished doctoral dissertation). University of Wisconsin, Madison, WI.
  • Sağlam, R., & Alacacı, C. (2012). A comparative analysis of quadratics unit in Singaporean, Turkish and IBDP mathematics textbooks. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 3(3), 131-147.
  • Shield, M., ve Dole, S. (2008). A methodology for evaluating middle-years mathematics textbooks. ICME-11 DG-17, Monterey, Mexico.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 15(2), 4-14.
  • Stylianides, G. J. (2009). Reasoning-and-proving in school mathematics textbooks. Mathematical Thinking and Learning, 11(4), 258–288.
  • TTKB. (2013). Taslak ders kitaplarının incelenmesinde değerlendirmeye esas olacak kriterler. Şubat 2016 tarihinde e-mufredat.meb.gov.tr/Dokumanlar/14062748_incelemekriterleri_14012013.pdf adresinden erilmiştir.
  • Valverde, G. A., Bianchi, L. J., Wolfe, R. G., Schmidt, W. H., & Houang, R. T. (2002). According to the book: Using TIMSS to investigate the translation of policy into practice through the world of textbook. Dordrecht, The Netherlands: Kluwer.
There are 40 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Ferhan Bingölbali

Ayşe Elçin Gören This is me

Selahattin Arslan

Publication Date August 4, 2016
Published in Issue Year 2016 Volume: 7 Issue: 2

Cite

APA Bingölbali, F., Gören, A. E., & Arslan, S. (2016). Mathematics Teachers’ Levels of Reading Textbooks: An Investigation within the Context of the Curriculum Objectives. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 7(2), 460-485. https://doi.org/10.16949/turcomat.82924
AMA Bingölbali F, Gören AE, Arslan S. Mathematics Teachers’ Levels of Reading Textbooks: An Investigation within the Context of the Curriculum Objectives. Turkish Journal of Computer and Mathematics Education (TURCOMAT). August 2016;7(2):460-485. doi:10.16949/turcomat.82924
Chicago Bingölbali, Ferhan, Ayşe Elçin Gören, and Selahattin Arslan. “Mathematics Teachers’ Levels of Reading Textbooks: An Investigation Within the Context of the Curriculum Objectives”. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 7, no. 2 (August 2016): 460-85. https://doi.org/10.16949/turcomat.82924.
EndNote Bingölbali F, Gören AE, Arslan S (August 1, 2016) Mathematics Teachers’ Levels of Reading Textbooks: An Investigation within the Context of the Curriculum Objectives. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 7 2 460–485.
IEEE F. Bingölbali, A. E. Gören, and S. Arslan, “Mathematics Teachers’ Levels of Reading Textbooks: An Investigation within the Context of the Curriculum Objectives”, Turkish Journal of Computer and Mathematics Education (TURCOMAT), vol. 7, no. 2, pp. 460–485, 2016, doi: 10.16949/turcomat.82924.
ISNAD Bingölbali, Ferhan et al. “Mathematics Teachers’ Levels of Reading Textbooks: An Investigation Within the Context of the Curriculum Objectives”. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 7/2 (August 2016), 460-485. https://doi.org/10.16949/turcomat.82924.
JAMA Bingölbali F, Gören AE, Arslan S. Mathematics Teachers’ Levels of Reading Textbooks: An Investigation within the Context of the Curriculum Objectives. Turkish Journal of Computer and Mathematics Education (TURCOMAT). 2016;7:460–485.
MLA Bingölbali, Ferhan et al. “Mathematics Teachers’ Levels of Reading Textbooks: An Investigation Within the Context of the Curriculum Objectives”. Turkish Journal of Computer and Mathematics Education (TURCOMAT), vol. 7, no. 2, 2016, pp. 460-85, doi:10.16949/turcomat.82924.
Vancouver Bingölbali F, Gören AE, Arslan S. Mathematics Teachers’ Levels of Reading Textbooks: An Investigation within the Context of the Curriculum Objectives. Turkish Journal of Computer and Mathematics Education (TURCOMAT). 2016;7(2):460-85.