Matematik Öğretmenlerinin Fark Etme Becerilerinin Sessiz Video Görevi Aracılığıyla Analizi

Selen Galiç; Şenol Dost

doi:10.53444/deubefd.1630097

EN TR

Öz

Analysis of Mathematics Teachers' Noticing Skills Through Silent Video Task

Abstract

This study explores how in-service mathematics teachers notice students’ mathematical thinking through the use of silent video tasks. A silent video task is a dynamic mathematical task designed to capture students' understanding of a mathematical concept without the use of text or dialogue. Teacher noticing is analysed across three dimensions: attending, interpreting, and shaping. The study was conducted with 11 elementary school mathematics teachers. In this exploratory case study, a silent video task related to the concept of slope, narrated by a middle school student, was shared with the mathematics teachers, and they were asked to analyse the student's mathematical thinking. The findings reveal that teachers primarily focused on students' definitions and their use of mathematical strategies, often overlooking their use of mathematical language in the attending dimension. In the interpretation dimension, teachers adopted a descriptive or evaluative stance. In the shaping dimension, teachers mostly create interactions aimed at understanding students' strategies. The findings from this study provide an example of the dynamic nature of teacher noticing. Moreover, it concludes that silent video task is an effective tool for helping teachers develop a deeper understanding of students’ mathematical thinking and fostering teacher noticing. However how teacher noticing improves thorugh silent video task should be investigated in future studies.

Keywords

Teacher noticing , mathematics education , silent video task , slope

Matematik Öğretmenlerinin Fark Etme Becerilerinin Sessiz Video Görevi Aracılığıyla Analizi

Öz

Bu çalışmada, matematik öğretmenlerinin öğrencilerin matematiksel düşünmelerini fark etme becerileri sessiz video görevi aracılığıyla incelenmektedir. Sessiz video görevi, öğrencilerin matematiksel bir kavramı anlamalarını ortaya çıkarmak için tasarlanan herhangi bir metin veya diyalog içermeyen dinamik matematiksel görevlerdir. Bu çalışmada matematik öğretmenlerinin fark etme becerileri; dikkate alma, yorumlama ve şekillendirme olmak üzere üç boyutta ele alınmıştır. Çalışma, 11 ortaokul matematik öğretmeniyle yürütülmüştür. Keşfedici durum çalışması olarak yürütülen çalışmada ortaokul öğrencisi tarafından seslendirilen eğim konusuna ilişkin bir sessiz video görevi matematik öğretmenleriyle paylaşılmış ve öğretmenlerden öğrencinin matematiksel düşünme sürecini analiz etmeleri istenmiştir. Bulgular, öğretmenlerin öğrencinin matematiksel tanımlarını ve strateji kullanımını dikkate aldıklarını fakat öğrencinin matematiksel dil kullanımını göz ardı etme eğiliminde olduklarını göstermektedir. Yorumlama boyutunda öğretmenlerin öğrencilerin matematiksel anlayışlarını betimleyici veya değerlendirici bir yaklaşım benimsedikleri görülmüştür. Şekillendirme boyutunda ise matematik öğretmenlerinin öğrencinin stratejisini anlamaya yönelik etkileşimler oluşturdukları gözlemlenmiştir. Bu çalışmadan elde edilen bulgular fark etme becerisinin dinamik yapısına yönelik bir örnek sunmaktadır. Ayrıca, sessiz video görevlerinin fark etme becerisini destekleyen etkili bir araç olduğu sonucuna ulaşılmıştır. Ancak sessiz video görevleri aracılığıyla öğretmenlerin fark etme becerilerinin nasıl iyileştirileceği gelecek çalışmalarda derinlemesine araştırılmalıdır.

Anahtar Kelimeler

Fark etme , matematik eğitimi , sessiz video görevi , eğim

Kaynakça

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Ayrıntılar

Birincil Dil

Türkçe

Konular

Matematik Eğitimi

Bölüm

Araştırma Makalesi

Yazarlar

Selen Galiç ^*
0000-0002-3524-6428
Türkiye

Şenol Dost
0000-0002-5762-8056
Türkiye

Yayımlanma Tarihi

30 Eylül 2025

Gönderilme Tarihi

30 Ocak 2025

Kabul Tarihi

2 Mayıs 2025

Yayımlandığı Sayı

Yıl 1970 Sayı: 65

DOI

https://doi.org/10.53444/deubefd.1630097

IZ

https://izlik.org/JA73NH48HE

APA

Galiç, S., & Dost, Ş. (2025). Matematik Öğretmenlerinin Fark Etme Becerilerinin Sessiz Video Görevi Aracılığıyla Analizi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 65, 3322-3344. https://doi.org/10.53444/deubefd.1630097

Öz

Öz

Analysis of Mathematics Teachers' Noticing Skills Through Silent Video Task

Abstract

Keywords

Matematik Öğretmenlerinin Fark Etme Becerilerinin Sessiz Video Görevi Aracılığıyla Analizi

Öz

Anahtar Kelimeler

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

DOI

IZ

Kaynak Göster