Matematik Okuryazarlığını Geliştirmeye Yönelik Hizmet İçi Öğretmen Eğitimi İçin Bir Model Önerisi

Abstract

Bu çalışmada, matematik okuryazarlığının öğretimle bütünleştirildiği bir öğretim süreci için öğretmenleri yetiştirmek üzere planlanan bir hizmet içi öğretmen yetiştirme eğitimi ele alınmaktadır. Eğitim içeriği Çift Odaklı Öğretim Modeline göre oluşturulmuştur. Tasarım tabanlı bir araştırma olan bu çalışma, matematik okuryazarlığının ne olduğu, öğretim içeriğinin matematik okuryazarlığına uygun hale getirilmesi, matematik okuryazarlığı sorusunun seçilmesi ve yazılması, Çift Odaklı Öğretim Modelinin tanıtılması ve modelin kullanılacağı öğretim süreci için modül geliştirme, planlama ve uygulamayı içeren 14 haftada toplam 28 saat olarak planlanmış ve uygulanmıştır. Araştırmanın verileri gözlem ve yarı yapılandırılmış görüşmeler yoluyla toplanmıştır. Bulgular, matematik okuryazarlığı ve bütünleştirilmiş derslerin planlanması ve uygulanmasına ilişkin görüşler başlıkları altında sunulmuştur. Sonuçlar, seminer içeriğinin ve seminerde izlenen metodolojinin matematik okuryazarlığı öğretimi için uygun olduğunu ve seminer kapsamında gerçekleştirilen derslerde etkileşimli çalışmaların ve anında geri bildirimin öğretmenlerin eğitimi için önemli olduğunu ortaya koymuştur.

Keywords

• Matematik okuryazarlığı
• ortaokul matematik öğretmenleri
• mesleki gelişim
• Çift Odaklı Öğretim Modeli
• öğretim planlama ve uygulama

A Model Suggestion for In-service Teacher Training to Develop Mathematical Literacy

Abstract

This study discusses an in-service teacher training seminar planned to train teachers for a teaching process in which mathematical literacy is integrated into teaching. The seminar's content was created according to the Dual Focus Teaching Model. This study, which is design-based research, was planned and implemented for a total of 28 hours in 14 weeks, including what mathematical literacy is, making the content of the teaching suitable for mathematical literacy, choosing and writing a mathematical literacy question, introducing the Dual-Focus Teaching Model, and module development, planning and implementation for the teaching process in which the model will be used. The data of the study were collected through observation and semi-structured interviews. The findings are presented under the headings of mathematical literacy and views on the planning and implementation of integrated courses. The results showed that the seminar's content and methodology followed in the seminar were suitable for teaching mathematical literacy and revealed that interactive studies and instant feedback in the courses held within the seminar's scope were important for the training of teachers.

Keywords

• Mathematical literacy
• middle school mathematics teachers
• professional development
• Dual-Focus Teaching Model
• teaching planning and implementation.

References

1. Altun, M., Ülger, T. K., Bozkurt, I., Akkaya, R., Arslan, Ç., Demir, F., Karaduman, B., & Özaydin, Z. (2022a). Integration of Mathematical Literacy with School Mathematics. Journal of Uludag University Faculty of Education, 35(1), 126-149.
2. Altun, M., Akkaya, R., Arslan, Ç., Bozkurt, I., Demir, F., Kozaklı Ülger, T., Karaduman, B., & Özaydın, Z. (2022b). Increasing the level of mathematical literacy with a dual-focus teaching model (Project Result Report, TÜBİTAK 1003-Project Number: 218K515).
3. Altun, M. (2021). Reconsidering mathematical modeling as a competency area. 2 nd International Conference on Science, Mathematics, Entrepreneurship and Technology Education. Bursa, Turkey.
4. Bansilal, S., Webb, L., & James, A. (2015). Teacher training for mathematical literacy: A case study taking the past into the future. South African Journal of Education, 35(1), 01-10.
5. Blomhøj, M. & Jensen, T. H. (2007). What’s all the fuss about competencies?. In Modelling and applications in mathematics education (pp. 45-56). Springer.
6. Botha, H., Maree, J., & Stols, G. (2013). Mathematical Literacy teachers: Can anyone be one? Perspectives in Education, 31(4), 180-194.
7. Boesen, J., Helenius, O., Bergqvist, E., Bergqvist, T., Lithner, J., Palm, T. & Palmberg, B. (2014). Developing mathematical competence: From the intended to the enacted curriculum. The Journal of Mathematical Behavior, 33, 72-87.
8. Brown, B., & Schäfer, M. (2006). Teacher education for mathematical literacy: A modelling approach. Pythagoras, (64), 45-51.

9. Bulat, M. (2023). Evalution of mathematical literacy teaching in seventh grade with dual focus teaching model. Unpublished master dissertation, Bursa Uludag University. Bursa, Turkey.
10. Burkhardt, H. (2008). Making mathematical literacy a reality in classrooms. In Proceedings of the Fifth Congress of the European Society for Research in Mathematics Education. 2090-2100.
11. Demir, G. & Akar Vural, R. (2017). The examination of teacher opinions on mathematical competence and skills of secondary mathematics curriculum, Adnan Menderes Üniversitesi Sosyal Bilimler Enstitüsü̈ Dergisi, 4(1), 118-139.
12. Fosnot, C. T. (2007) Oluşturmacılık: Teori, Perspektifler ve Uygulama. [Constructivism: Theory, Perspectives and Practice] Çeviri Editörü: S. Durmuş. Nobel Yayın Dağıtım.
13. Frith, V., & Prince, R. (2006). Reflections on the role of a research task for teacher education in data handling in a mathematical literacy education course. Pythagoras, 12, 52-61.
14. Gravemeijer, K. (1999). How emergent models may foster the constitution of formal mathematics. Mathematical thinking and learning, 1(2), 155-177.
15. Gresalfi, M., Martin, T., Hand, V. & Greeno, J. (2009). Constructing competence: An analysis of student participation in the activity systems of mathematics classrooms. Educational studies in mathematics, 70(1), 49-70.
16. Guskey, T. R. (2000). Evaluating professional development. Corwin Press.
17. İnaltun, H. (2019). Investigation of the effectiveness of in-service training module for developing science teachers' formative assessment practices (Unpublished doctoral dissertation). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
18. Jankvist, U. T. & Kjeldsen, T. H. (2011). New avenues for history in mathematics education: Mathematical competencies and anchoring. Science & Education, 20(9), 831-862.
19. Jaworski, B. (1998). Mathematics teacher research: Process, practice and the development of teaching. Journal of Mathematics Teacher Education, 1(1), 3-31.
20. Karaduman, B. (2023). Investigation of the effect of dual-focus teaching model on secondary school students' mathematical literacy proficiency levels. Unpublished doctoral dissertation, Bursa Uludag University. Bursa, Turkey.
21. Lengnik, K. (2005). Reflecting mathematics: an approach to achieve mathematical literacy. ZDM, 37(3), 246-249.
22. Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37(1), 153-184.
23. Martin, H. (2007). Mathematical Literacy. Principal leadership, 7(5), 28-31.
24. Mbekwa, M. (2006). Teachers' views on mathematical literacy and on their experiences as students of the course. Pythagoras, 2006 (63), 22-29.
25. Ministry of National Education (MoNE), (2009). İlköğretim matematik dersi 6-8. sınıflar öğretim programı ve kılavuzu. [Elementary mathematics course curriculum and guide for grades 6-8]. Ministry of National Education Publications.
26. Ministry of National Education (MoNE), (2023). 2022 PISA Türkiye Report. Ankara: Ministry of National Education Publications.
27. Newmann, F., Wehlage, G., & Lamborn, S. (1992). The significance and sources of student engagement. In Student engagement and achievement in American secondary schools, (pp. 11-39).
28. Niss, M., Bruder, R., Planas, N., Turner, R. & Villa-Ochoa, J. A. (2016). Survey team on: conceptualisation of the role of competencies, knowing and knowledge in mathematics education research. ZDM, 48(5), 611-632.
29. Niss, M., Bruder, R., Planas, N., Turner, R. & Villa-Ochoa, J. A. (2017). Conceptualisation of the role of competencies, knowing and knowledge in mathematics education research. In Proceedings of the 13th International Congress on Mathematical Education (pp. 235-248). Springer, Cham.
30. Niss, M. & Højgaard, T. (2019). Mathematical competencies revisited. Educational Studies in Mathematics, 102(1), 9-28.
31. OECD. (2013). PISA 2012 assessment and analytical framework. Mathematics, reading, science, problem solving and financial literacy. Paris: OECD Publishing.
32. OECD. (2016). PISA 2015 Assessment and analytical framework. Science, reading, mathematics and financial literacy. Paris: OECD Publishing.
33. OECD. (2019). PISA 2018 assessment and analytical framework. Paris: PISA, OECD Publishing.
34. OECD (2023), PISA 2022 mathematics framework, in PISA 2022 Assessment and Analytical Framework, Paris: OECD Publishing. https://doi.org/10.1787/7ea9ee19-en.
35. Palmér, H., Johansson, M. & Karlsson, L. (2018). Teaching for entrepreneurial and mathematical competences: teachers stepping out of their comfort zone. In Students' and teachers' values, attitudes, feelings and beliefs in mathematics classrooms (pp. 13-23). Springer, Cham.
36. Schoenfeld, A. H. (2010). How we think: A theory of goal-oriented decision making and its educational applications. Routledge.
37. Staples, M. & Newton, J. (2016) Teachers' contextualization of argumentation in the mathematics classroom. Theory Into Practice, 55(4), 294-301. https://doi.org/10.1080/00405841.2016.120807.
38. Steen, L. A., Turner, R., & Burkhardt, H. (2007). Developing mathematical literacy. W. Blum., P. L. Galbraith, H-W. Henn, & M. Niiss (Eds.). In Modelling and applications in mathematics education (pp. 285-294). New York: Springer.
39. Sumirattana, S., Makanong, A., & Thipkong, S. (2017). Using realistic mathematics education and the DAPIC problem-solving process to enhance secondary school students' mathematical literacy. Kasetsart Journal of Social Sciences, 38(3), 307-315.
40. Uslu, F., & Demir, E. (2023). A Qualitative data collection Technique: In-depth interview . Hacettepe Üniversitesi Edebiyat Fakültesi Dergisi, 40(1), 289-299.
41. Wang, F. & Hannafin, M.J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53(4), 5-23.
42. Yermeydan-Uğur, B. (2017). Investigation of the factors affecting the faculty of education instructors' Web 2.0 usage in education in the context of unified theory of acceptance and use of technology. (Unpublished doctoral dissertation), Gazi Üniversitesi, Ankara.
43. Yıldız, H. (2017). Analysis of development of technological pedagogical content knowledge on geometry of mathematics teachers (Unpublished doctoral dissertation). Karadeniz Teknik Üniversitesi, Eğitim Bilimleri Enstitüsü, Trabzon.