Ortaöğretim Matematik Öğretmeni Adaylarının Okul Uygulamalarında Matematiksel Düşünme Odaklı Öğretimi Planlama Becerileri

Yıl 2016, , 292 - 319, 30.12.2016

Gülcan Öztürk , Gözde Akyüz

https://doi.org/10.17522/balikesirnef.277923

Öz

Bu çalışmada, ortaöğretim
matematik öğretmen adaylarının Öğretmenlik Uygulaması dersi kapsamındaki okul
uygulamalarında matematiksel düşünme odaklı öğretimi planlama becerilerinin
belirlenmesi amaçlanmıştır. Çalışma, Matematiksel düşünme odaklı öğretim
uygulamasına katılmış olan 20 öğretmen adayı ile yürütülmüştür. Çalışma
kapsamında matematiksel görev, öğrencilerin dikkatini belirli bir matematiksel
düşünceye odaklamak amacıyla yapılan sınıf etkinliği olarak tanımlanmış ve öğretmen
adaylarından okul uygulamaları için kendilerinin belirledikleri matematiksel
görevler çerçevesinde planlar yapmaları istenmiştir. Öğretmen adaylarının
yapmış oldukları planlar, ders planlama öğeleri rubriği ile analiz edilerek
puanlanmıştır. Rubrik araştırmanın dayandığı teorik çerçeveye uygun bir araçtır.
Yapılan analizler sonucunda, öğretmen adaylarının yapmış oldukları planların
ders planlama öğeleri rubriğinde yer alan dersin matematiksel amacını
belirleme; öğrencilerin doğru çözümlerini ve hatalı çözümlerini öngörme;
öğrenci düşünmesini değerlendirip ilerletecek sorular belirleme; öğrenci
düşünmesine dayandırılan ve dersteki matematiksel düşünceleri belirginleştiren tartışma
düzenleme şeklindeki öğelere göre ve toplamda yüksek puanlar aldıkları
görülmüştür. Buna göre öğretmen adaylarının okul uygulamaları için yapmış
oldukları planlarda öğrencilerinin matematiksel düşünmelerine
odaklanabildikleri sonucuna ulaşılmıştır.

Anahtar Kelimeler

matematik öğretimi, matematiksel düşünme, matematik öğretimini planlama, öğretmen eğitimi

Preservice Secondary Mathematics Teachers’ Skills in Planning of Teaching Focused on Mathematical Thinking in School Practice

Öz

In this study, which was conducted with 20 preservice teachers
participated in the instruction  focused
on mathematical thinking, it was aimed to determine preservice teachers’ skills
in planning of teaching focusing on mathematical thinking in the school
practice. It is a part of teaching practice course in which the preservice
teachers attended one semester after the instruction. In the study, a classroom
activity carried out by students, that focuses their attention on a specific mathematical
thought was defined as a mathematical task and the preservice teachers were
asked to make plans for school practice using mathematical tasks of their
choice. The plans made by preservice teachers were analyzed with a scoring
rubric for attention to students’ thinking. The rubric is a tool relevant to
the theoretical framework of the research. In the analysis, it was observed
that the plans made by preservice teachers got high scores in total and according
to the dimensions of the rubric which are mathematical goal, anticipating
students’ correct and incorrect thinking, asking questions that are assessing
and advancing students’ thinking, discussion that is based on students’
thinking and that is making the mathematics clear. Accordingly, it was
concluded that the preservice teachers could focus on students' mathematical
thinking in their plans made for school practice.

Anahtar Kelimeler

mathematics teaching, mathematical thinking, planning of mathematics instruction, teacher education

Kaynakça

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