TY - JOUR
T1 - Matematiksel Görevlerin Uygulanmasında İletişim Stratejileri ve Bilişsel Talep Kavramı: Sınıf İçi Yansımalar
TT - Communication Strategies and Cognitive Demand in Mathematical Task Enactment: Reflections from the Classroom
AU - Yabaş, Defne
AU - Altun, Sertel
PY - 2020
DA - October
JF - Hacettepe Üniversitesi Eğitim Fakültesi Dergisi
PB - Hacettepe Üniversitesi
WT - DergiPark
SN - 2536-4758
SP - 759
EP - 779
VL - 35
IS - 4
LA - tr
AB - Matematik derslerinde uygulanan öğrenme görevleri, öğrencilere sunduğu öğrenme olanakları bakımından farklılık gösterebilmektedir. Bilişsel talep kavramı, bir öğrenme görevinin öğrenciye sunduğu, akıl yürütme, problem çözme vb. olanakları tanımlamaktadır. Bilişsel talep düzeyinin, öğretmenin görevi öğrencilere sunmasından, öğrencilerin görevi tamamlayana dek geçen süreçte değişebildiği belirtilmiştir. Değişimde rol oynayan öğrenme desteği sunma, öğrenciyi açıklama yapma, savunma, sorgulama ve yorum yapma yönünde cesaretlendirme vb. faktörler sınıf-içi iletişim ile ilişkilidir. Bu nedenle, öğretmenin görevi öğrencilere hangi detayları vererek sunduğu, öğrencilere uygulama süresince nasıl bir öğrenme desteği sağladığı, öğrencilerin fikirlerini tartışmalarına ne kadar olanak verdiği, öğrenme görevinin bilişsel talep düzeyinin sürdürülmesinde önemlidir. Buradan hareketle, çalışmada, bilişsel talep ve matematiksel iletişim kavramlarının bir matematiksel görevin uygulanmasında nasıl bir etkileşim gösterdiğinin incelenmesi amaçlanmıştır. İstanbul’da bir özel okuldaki iki dördüncü sınıf öğretmeni ve 37 öğrencinin katıldığı araştırmada örnek olay yöntemi kullanılmıştır. Dördüncü sınıf matematik dersi kesirler ünitesi öğretim sürecine ilişkin ders gözlemleri iki farklı şubede gerçekleştirilmiştir. Ders gözlemlerinden elde edilen veriler araştırmacıların alan notları ile desteklenmiş ve içerik analizi yöntemi ile veriler çözümlenmiştir. Bulgular, matematiksel iletişim ve bilişsel talep kavramlarının uygulamada karşılıklı bir etkileşim oluşturduğuna ve matematiksel görevlerin öğrencide olumlu kazanımlar ortaya çıkarmasında, seçilen görevin bilişsel talep düzeyi, uygulama sırasında öğretmenin yönlendirici davranışları ve oluşturduğu matematiksel iletişim ortamının etkili olduğuna işaret etmiştir.
KW - matematiksel iletişim
KW - bilişsel talep
KW - matematik öğretimi
KW - öğrenme görevleri
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UR - https://dergipark.org.tr/tr/pub/hunefd/issue/57647/818877
L1 - https://dergipark.org.tr/tr/download/article-file/1372470
ER -