Matematik Öğretmenlerinin Matematik Okuryazarlığını Kavrayışlarının Bir Web Tabanlı PISA Eğitimine Katılımları Açısından İncelenmesi

Abstract

Günümüz matematik eğitiminde öğretmenlerden yeterli matematik okuryazarlığı anlayışına sahip olmaları ve matematik okuryazarlığı anlayışını öğretim uygulamalarına nasıl entegre edeceklerini bilmeleri beklenmektedir. Bu bağlamda, bu araştırmada matematik öğretmenlerinin matematik okuryazarlığı kavrayışlarının, araştırmacılar tarafından matematik okuryazarlığı ve Programme for International Student Assessment (PISA) uluslararası değerlendirmesine ilişkin olarak desenlenmiş web tabanlı eğitime katılımları açısından incelenmesi amaçlanmaktadır. Bu amaç doğrultusunda araştırma nitel olarak desenlenmiş ve durum çalışması yöntemi benimsenmiştir. Araştırmanın katılımcıları ölçüt örnekleme yöntemi ile belirlenen 20 matematik öğretmeninden oluşmuştur. Araştırma verileri yarı-yapılandırılmış görüşmeler yoluyla toplanmış, veri analizi sürecinde ise içerik analizi yöntemi benimsenmiştir. Araştırma sonucunda, web-tabanlı öğrenme ortamını kullanan katılımcıların matematik okuryazarlığı kavramını günlük yaşamda karşılaşılan sorunların çözümünde matematiksel bilgi ve becerilerin işe koşulması ile ilişkili olarak ele aldıkları ve matematik okuryazarlığı gelişimini matematiksel düşünme becerisi gelişimi ile ilişkilendirdikleri görülmüştür. Diğer yandan, söz konusu öğrenme ortamını kullanmayan matematik öğretmenlerinin matematik okuryazarlığı kavramını matematiksel problemleri çözebilmek için bilgi ve beceri sahibi olmak şeklinde anlamlandırdıkları ve matematik okuryazarlığı gelişiminde matematiksel problem çözmeyi bir amaç olarak ele aldıkları sonucuna ulaşılmıştır.

Keywords

• Matematik okuryazarlığı
• Matematik okuryazarlığı kavrayışı
• web-tabanlı PISA eğitimi
• matematik öğretmeni

An Investigation of Mathematics Teachers' Conceptions of Mathematical Literacy Related to Participation in a Web-Based PISA Course

Abstract

In today's mathematics education, teachers are expected to have an adequate understanding of mathematical literacy and to know how to incorporate mathematical literacy understanding into their instructional practices. Therefore, the purpose of this study was to investigate mathematics teachers' conceptions of mathematical literacy related to participation in a web-based learning environment about mathematical literacy and Programme for International Student Assessment (PISA). The case study method was used and the participants consisted of 20 mathematics teachers determined by the criterion sampling method. The data were collected by semi-structured interviews. In the data analysis process content analysis method was used. The results revealed that, the participants who participated the web-based PISA education conceptualized mathematical literacy in relation to the use of mathematical knowledge and skills to deal with real-life problems and associated supporting mathematical literacy with supporting development of problem solving skill. However, the others conceptualized mathematical literacy as having mathematical knowledge and skills to solve math problems and considered problem solving as a goal in supporting mathematical literacy.

Keywords

• Mathematical literacy
• conception of mathematical literacy
• web-based PISA education
• mathematics teacher

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