PEER PROBLEM SOLVING AS AN INSTRUCTIONAL STRATEGY TO ENHANCE MATHEMATICAL DISCOURSE IN 6TH GRADE MATHEMATICS

Abstract

Recent studies on mathematics education focus on improving higher order thinking skills instead of merely attaining and using knowledge. Deep understanding of mathematics requires to engage in the processes of mathematical thinking. Defining and solving problems, discovering patterns, making conjectures, inferences and justifying one's own thinking are among those mathematical processes. Using mathematical talk, discussion and discourse to promote new goals of mathematics education have been widely researched in the last decades. For these reasons, creating a classroom atmosphere which provides a fruitful communication is an important area for research in mathematics education. The purpose of the study was to implement and investigate an instructional strategy to enhance mathematical discourse among students. Students' approaches to mathematical discourse as a learning tool is also examined. Qualitative methodology was used to investigate the effectiveness of group problem solving as an instructional strategy in fostering mathematical discourse. A two hour lesson plan was developed and implemented to 20 students attending 6th grade. Students filled open-ended question forms before and after implementation. Researchers also made observations and took field notes during the implementation. Content analysis was used to analyze data. Findings of the study indicated that group problem solving is an effective way to foster mathematical discourse in the classroom. Students pointed out that they enjoy and learned from mathematical talk they engaged in this group activity. Observation and field notes also indicated if the instruction presents a problem to solve through groupwork students need to engage in mathematical talk.

Keywords

• mathematical communication, mathemtical discussion, mathemtical discourse, peer learning, problem solving, mathematics education

AKRAN GRUPLARINDA PROBLEM ÇÖZMENİN 6. SINIF MATEMATİK DERSİNDE MATEMATİKSEL TARTIŞMAYI GELİŞTİRME AMAÇLI BİR ÖĞRETİM YÖNTEMİ OLARAK KULLANILMASI

Öz

Matematik eğitimi üzerine yapılan son çalışmalarda bilginin edinilmesi ve kullanılmasından çok öğrencilerde düşünme becerilerinin geliştirilmesine odaklanılmaktadır. Anlamlı matematik öğrenimi matematiksel düşünme süreçleri içerisine girmeyi gerektirmektedir. Problemi tanımlama ve çözme, örüntüleri keşfetme, tahminlerde ve çıkarımlarda bulunma ile kendi fikir ve düşünme süreçlerini savunma matematiksel düşünme süreçleri kapsamına girmektedir. Matematik eğitiminin söz konusu amaçlarına ulaşmak için matematiksel konuşma ve tartışma kavramları üzerinde yapılmış bir çok araştırma bulunmaktadır. Buradan hareketle sınıf ortamında verimli bir matematiksel tartışma deneyiminin oluşturulması matematik eğitimi alanında önemli bir çalışma konusu olarak ön plana çıkmaktadır. Çalışmanın amacı sınıf ortamında matematiksel tartışmayı geliştirmek için bir öğretim yöntemi uygulamak ve etkilerini incelemektir. Öğrencilerin bir matematik öğrenme yöntemi olarak matematiksel tartışma hakkında neler düşündükleri de çalışma kapsamında ele alınmıştır. Akran gruplarında problem çözmenin matematiksel tartışma ortamını geliştirme üzerindeki etkisini incelemek üzere nitel araştırma deseni kullanılmıştır. Bunun için iki saatlik bir ders planı geliştirilmiş ve 6.sınıfa devam eden 20 öğrenciye uygulanmıştır. Öğrenciler uygulama öncesi ve sonrasında açık uçlu sorulardan oluşan anketleri doldurmuşlardır. Araştırmacılar uygulamayı gözlemleyerek saha notları tutmuşlardır. Verilerin çözümlenmesi için içerik analizi kullanılmıştır. Bulgular akran gruplarında problem çözmenin matematiksel tartışma ortamı oluşturmada etkili olduğunu işaret etmektedir. Öğrenciler grup çalışması sırasında gerçekleştirdikleri matematiksel tartışmadan öğrendiklerini ve keyif aldıklarını dile getirmişlerdir. Yapılan gözlemler ile de öğrenciler için tasarlanan grup çalışmalarının onları matematiksel konuşmaya teşvik ettiği görülmüştür.

Anahtar Kelimeler

• matematiksel iletişim, matematiksel tartışma, matematiksel konuşma, akran öğrenimi, problem çözme

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