Examining Mathematics Teachers’ Noticing Student Thinking on Pattern Generalization

Öz

This study aims to examine the extent to which five mathematics teachers can notice student thinking about patterns in terms of attending to student thinking and interpreting student thinking and strategies. The participants of this study were carried out with five mathematics teachers working in different public schools in Karaman. The data were collected through semi-structured one-on-one interviews with five mathematics teachers based on student solution papers and videos containing student thinking about pattern tasks. The study's findings displayed that the all teachers could recognize different details in students' thinking about patterns, but their noticing skills were at various levels. At the same time, teachers' ability to pay attention to the details in students' thinking about patterns was better than their ability to interpret. The findings revealed that three of the five teachers were able to analyze students' thinking to a certain level, while two of them were incapable of interpreting students' thoughts. The findings of this study suggest that teachers should be supported through professional development training to make sense of the strategies and thoughts that students reveal about patterns and to reflect in detail on how students understand them.

Anahtar Kelimeler

• Middle school mathematics teachers
• noticing
• patterns

Matematik Öğretmenlerinin Örüntü Genellemeleri ile ilgili Öğrenci Düşüncelerine Yönelik Farkındalıklarının İncelenmesi

Öz

Bu araştırmanın amacı beş matematik öğretmeninin örüntülerle ilgili öğrenci düşüncelerini fark edebilme yeterliklerini öğrenci düşüncelerine dikkat etme ve öğrenci düşüncelerini yorumlama açısından incelemektir. Bu araştırmanın katılımcıları Karaman’da farklı devlet okullarında görev yapan beş matematik öğretmenidir. Nitel araştırma desenlerinden durum çalışması olarak tasarlanan bu araştırmanın verileri, beş matematik öğretmeni ile örüntü görevlerine yönelik öğrenci düşüncelerini içeren öğrenci çözüm kağıtları ve videoları üzerinden yapılmış yarı yapılandırılmış birebir görüşmeler aracılığıyla toplanmıştır. Araştırmanın bulguları öğretmenlerin öğrencilerin çözümlerinde ortaya çıkan düşüncelerin çeşitli ayrıntılarını fark edebildiklerini, ancak dikkat etme yeterliklerinin birbirlerinden farklı düzeylerde olduğunu ortaya koymuştur. Aynı zamanda öğretmenlerin öğrencilerin örüntülerle ilgili düşüncelerindeki ayrıntılara dikkat etme yeterliklerinin yorumlama yeterliklerinden daha iyi olduğunu göstermiştir. Bulgular araştırmaya katılan beş öğretmenden üçünün öğrenci düşüncelerini belli bir düzeye kadar yorumlayabildiklerini, fakat ikisinin öğrencilerin fark edebildikleri düşüncelerini yorumlama konusunda eksik olduklarını ortaya koymuştur. Bu araştırmanın bulguları öğretmenlerin öğrencilerin örüntülerle ilgili ortaya koydukları stratejileri ve düşünceleri anlamlandırarak öğrencilerin nasıl anladığını detaylı olarak yansıtabilmeleri için mesleki gelişim eğitimleri aracılığıyla sağlanan ortamlarda desteklenmelerini önermektedir.

Anahtar Kelimeler

• Ortaokul matematik öğretmenleri
• fark etme
• örüntüler

Kaynakça

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