The Effect of Experiences of Comparing International Mathematics Curricula on Prospective Mathematics Teachers' Views on Primary Mathematics Curriculum

Yıl 2024, , 248 - 270, 27.12.2024

Hakan Ulum

https://doi.org/10.17522/balikesirnef.1462714

Öz

This research was conducted among prospective mathematics teachers during the 2023-2024 academic year at a university in the Central Anatolia Region of Turkey. The study's primary objective was to investigate the impact of comparative experiences with international mathematics curricula on the perceptions and attitudes of prospective mathematics teachers towards the elementary mathematics curriculum in Turkey. Specifically, the study aimed to explore how the experiences gained by prospective mathematics teachers through the examination of international mathematics curricula reflected their perceptions and attitudes towards their country's elementary mathematics curriculum. In the study, a one-group pretest-posttest experimental design was used and supported by interviews. The sample consisted of 10 prospective mathematics teachers enrolled in an elective course called "Comparison of Mathematics Teaching Programs." The findings indicate that the experience of analysing international mathematics curricula positively influenced the participants' perceptions and attitudes towards teaching programmes. Prospective teachers suggested improvements such as developing a curriculum closer to international standards, increasing student-centeredness, and diversifying assessment and evaluation methods. The results provide significant insights for developing elementary mathematics curricula and underscore the importance of integrating global perspectives into teacher education programs.

Anahtar Kelimeler

Mathematics Curriculum, preservice teachers, experimental design

Uluslararası Matematik Öğretim Programlarını Karşılaştırma Deneyimlerinin Matematik Öğretmen Adaylarının İlköğretim Matematik Programına İlişkin Görüşlerine Etkisi

Öz

Bu araştırma, 2023-2024 eğitim-öğretim yılında Türkiye'nin İç Anadolu Bölgesi'nde bir üniversitede matematik öğretmeni adayları arasında gerçekleştirilmiştir. Araştırmanın temel amacı, uluslararası matematik ders programlarının karşılaştırılması deneyimlerinin, matematik öğretmen adaylarının Türkiye'deki ilköğretim matematik öğretim programına ilişkin görüşlerine etkisini incelemektir. Özellikle, matematik öğretmen adaylarının uluslararası matematik ders programlarını inceleyerek elde ettikleri deneyimlerin, kendi ülkelerinin ilköğretim matematik öğretim programına yönelik algılarına ve tutumlarına nasıl yansıdığı araştırılmıştır. Araştırma, tek gruplu ön test son test bir yöntem kullanılarak tasarlanmıştır; nicel veriler görüşmelerle desteklenmiş ve analiz edilmiştir. Örneklem, "Matematik Öğretim Programlarının Karşılaştırılması" seçmeli dersini alan 10 matematik öğretmeni adayından oluşmaktadır. Bulgular, katılımcıların uluslararası matematik öğretim programlarını inceleme deneyimlerinin, öğretim programlarına yönelik algılarını ve tutumlarını olumlu yönde etkilediğini göstermektedir. Öğretmen adayları, uluslararası standartlara daha yakın bir program geliştirilmesi, öğrenci merkezliliğin artırılması, ölçme ve değerlendirme yöntemlerinin çeşitlendirilmesi gibi konularda önerilerde bulunmuştur. Araştırma sonuçları, ilköğretim matematik öğretim programlarının geliştirilmesi için önemli iç görüler sağlamaktadır ve öğretmen eğitimi programlarında uluslararası perspektiflerin entegre edilmesinin önemini vurgulamaktadır.

Anahtar Kelimeler

Matematik öğretim programı, öğretmen adayları, deneysel desen

Kaynakça

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