Ortaokul Matematik Öğretmeni Adaylarının Gerçek Sınıf Uygulamalarındaki Argümantasyon Süreçlerinin İncelenmesi

Öz

Bu çalışmada ortaokul matematik öğretmeni adaylarının gerçek sınıf uygulamalarında yürüttükleri argümantasyon süreçlerinin incelenmesi amaçlanmaktadır. Bu bağlamda, öğretmen adaylarına öğretmenlik uygulaması dersi kapsamında argümantasyon süreci oluşturma konusunda eğitim verilmiş ve çevrim içi ortamda gerçek sınıf uygulamalarında yürüttükleri argümantasyon sürecini destekleyici soru ve eylemleri ile doğrudan sundukları argümantasyon bileşenleri incelenmiştir. Çalışmada nitel araştırma paradigmalarından durum çalışması benimsenmiştir. Katılımcılar gönüllü dört son sınıf ortaokul matematik öğretmeni adayıdır. Öğretmen adaylarının gerçek sınıf uygulamalarını içeren 8 ders saatine ilişkin video kayıtları araştırmanın verilerini oluşturmaktadır. Çalışmanın bulguları öğretmen adaylarının gerçekleştirdikleri derslerde argümantasyon sürecinin farklı bileşenlerine yer verdiklerini, farklı soru ve eylemlerden yararlandıklarını ve doğrudan katkılar ile argümantasyon sürecini oluşturmaya çalıştıklarını göstermektedir. Bununla birlikte öğretmen adayları derslerinde çeşitli bileşenlere yer vererek argümantasyon sürecini sürdürebilmişlerdir. Çalışmanın bulgularından hareketle araştırma sürecinin öğretmen adaylarına argümantasyon sürecine ilişkin bilgi ve farkındalık kazandırması bakımından katkı sağladığı görülmüştür.

Anahtar Kelimeler

• Argümantasyon
• Matematik Öğretmeni Adayı
• Öğretmen Desteği

Destekleyen Kurum

Dokuz Eylül Üniversitesi Bilimsel Araştırma Projeleri Koordinasyon Birimi

Proje Numarası

2021.KB.EGT.002

Examination of Argumentation Processes of Middle School Pre-Service Mathematics Teachers in Real Classroom Practices

Öz

In this study, it is aimed to examine the pre-service middle school mathematics teachers’ argumentation processes in real classroom practices. In this context, the pre-service teachers were educated about constructing an argumentation process within the scope of the Practicum course, and their questions and actions supporting the argumentation process they implemented in real classroom practices and the argumentation components they directly presented were examined. The case study, which is one of the qualitative research paradigms, was used in this study. The participants were four volunteer female pre-service middle school mathematics teachers. video recordings of pre-service teachers’ real classroom practices (total 8 lesson hours) were the data of the study. The results revealed that pre-service teachers included different components of the argumentation process in their lessons, used and benefited from different questions and actions, and tried to construct the argumentation process with direct contributions. In addition, the pre-service teachers were able to manage the argumentation process by including various components in their lessons. Based on the results, it was shown that the research process supported the pre-service teachers in terms of providing them with knowledge and awareness about the argumentation process.

Anahtar Kelimeler

• Argumentation
• Pre-Service Mathematics Teacher
• Teacher Support

Proje Numarası

2021.KB.EGT.002

Kaynakça

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