Mathematics Teachers’ Evaluations Regarding the Task of Eco-Friendly Transportation Designed for Constructing Relationship Between Diameter and Circumference of a Circle

Yıl 2020, , 691 - 716, 30.06.2020

Aytuğ Özaltun Çelik , Esra Bukova Guzel

https://doi.org/10.17522/balikesirnef.692718

Cited By: 1

Öz

The purpose of this study was to examine mathematics teachers’ evaluations of the real-life contextual task designed for constructing the relationship between the circle's diameter and circumference. The participants of the study which was conducted based on case study design were twenty-four middle school mathematics teachers. The data were collected during a workshop on mathematical modeling and integration of mathematical modeling on teaching. The participants worked on the task in groups and then individually evaluated the task. The collected data were analyzed by content analysis and the categories were formed in the direction of evaluation questions. It was revealed that the teachers evaluated the task by focusing on the concept and the teacher instead of focusing on students and their understandings. In this direction, it is suggested that teachers should be supported for designing teaching which they focused on students’ cognitive processes by considering perspectives of teaching and learning.

Anahtar Kelimeler

circle, covariation, mathematical modeling, quantitative reasoning, realistic mathematics education, ratio.

Çemberin Çapı ile Çevresi Arasındaki İlişkinin Oluşturulması Amacıyla Tasarlanan Çevre Dostu Ulaşım Aracı Etkinliğine Yönelik Matematik Öğretmenlerinin Değerlendirmeleri

Öz

Çalışmanın amacı matematik öğretmenlerinin çemberin çapı ile çevresi arasındaki ilişkiyi oluşturmak için tasarlanan gerçek yaşam bağlamlı etkinliğe yönelik değerlendirmelerini incelemektir. Durum çalışması desenine dayalı yürütülen çalışmanın katılımcıları 24 ortaokul matematik öğretmenidir. Çalışmanın verileri matematiksel modelleme ve öğretime entegrasyonu konulu bir çalıştay kapsamında toplanmıştır. Öğretmenler kendilerine sunulan etkinlik üzerinde gruplar halinde çalışmışlar ve ardından bireysel olarak etkinliğe yönelik değerlendirme formunu tamamlamışlardır. Elde edilen veriler içerik analizi ile analiz edilmiş ve değerlendirme soruları doğrultusunda kategoriler oluşturulmuştur. Öğretmenlerin etkinliği öğrencilerden ve öğrencilerin anlamalarından bağımsız olarak kavram ve öğretmen odaklı değerlendirdikleri sonucuna ulaşılmıştır. Bu doğrultuda öğretmenlerin öğretim perspektiflerinin güçlendirilerek matematiği öğrencilerin zihinsel süreçleriyle ilişkili bir şekilde ele aldıkları öğretim süreçleri tasarlayabilmelerine yönelik desteklenmeleri önerilmektedir.

Anahtar Kelimeler

çember, eş zamanlı değişim, gerçekçi matematik eğitimi, matematiksel modelleme, nicel muhakeme, oran

Kaynakça

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