The Connection between Children's Literature and Mathematics: Reflections from Problem Posing Situations of Prospective Mathematics Teachers

Yıl 2025, Cilt: 19 Sayı: 1, 84 - 112, 27.06.2025

Neslihan Demirci , Çiğdem Arslan

https://doi.org/10.17522/balikesirnef.1569647

Öz

Utilizing interdisciplinary connections in teaching mathematics increases the quality of teaching and makes learning more effective and permanent. In this study, the connection between children’s literature and mathematics was discussed and this connection was examined through problem posing. The relevant research was conducted with a case study design, which is one of the qualitative research methods. In this direction, 6-week tasks were carried out intermittently for prospective mathematics teachers regarding the connection between children’s literature and mathematics. As a result of these tasks, prospective mathematics teachers were asked to pose as many problems as they could using a visual in a book of children’s literature. 66 mathematical problems posed by 27 prospective mathematics teachers were evaluated descriptively with the problem posing evaluation criteria including the themes of “Content”, “Mathematical Connection” and “Creativity”, and the frequencies for the themes were presented in a table. As a result of the study, it was concluded that the connection between children’s literature and mathematics positively affected the mathematical connection skills and creativity of the prospective teachers. At the same time, it was observed that the number of problem-solving strategies used in the problems posed by the prospective teachers was high and the most preferred problem-solving strategy was mathematical reasoning.

Anahtar Kelimeler

Children’s literature , connection , creativity , mathematics education , problem posing , prospective teachers

Çocuk Edebiyatı ve Matematik İlişkilendirmesi: Matematik Öğretmen Adaylarının Problem Kurma Durumlarından Yansımalar

Öz

Matematik öğretiminde disiplinler arası ilişkilendirmeden yararlanmak öğretimin niteliğini arttırmakta, öğrenmeyi daha etkili ve kalıcı hale getirmektedir. Bu çalışmada çocuk edebiyatı ile matematik ilişkilendirmesi ele alınmış, bu ilişkilendirme problem kurma üzerinden incelenmiştir. İlgili araştırma nitel araştırma yöntemlerinden durum çalışması deseni ile yürütülmüştür. Bu doğrultuda matematik öğretmen adaylarına çocuk edebiyatı ve matematik ilişkilendirmesine yönelik aralıklı olacak şekilde 6 haftalık uygulamalar gerçekleştirilmiştir. Bu uygulamalar sonucunda matematik öğretmen adaylarından bir çocuk edebiyatı eserinde yer alan görselden yararlanarak kurabildikleri kadar problem kurmaları istenmiştir. 27 matematik öğretmen adayı tarafından kurulan 66 matematiksel problem “İçerik”, “Matematiksel İlişkilendirme” ve “Yaratıcılık” temalarını içeren “Problem Kurmayı Değerlendirme Kriterleri” ile betimsel olarak değerlendirilmiş, temalara yönelik frekanslar tablo halinde sunulmuştur. Çalışma sonucunda çocuk edebiyatı ile matematik ilişkilendirmesinin öğretmen adaylarının matematiksel ilişkilendirme becerilerini ve yaratıcılıklarını olumlu anlamda etkilediği sonuçlarına ulaşılmıştır. Aynı zamanda öğretmen adaylarının kurdukları problemlerde problem çözme stratejilerinin kullanımının sayıca fazla olduğu ve en fazla tercih edilen problem çözme stratejisinin matematiksel muhakeme yapma olduğu görülmüştür.

Anahtar Kelimeler

Çocuk edebiyatı , ilişkilendirme , matematik eğitimi , öğretmen adayları , problem kurma , yaratıcılık

Kaynakça

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