Öz Belirleme Kuramı Perspektifinden Matematik Eğitiminde Motivasyon

Yıl 2022, Cilt: 1 Sayı: 1, 147 - 159, 12.06.2022

Emine Fazlı

Öz

Bu çalışma, öz belirleme kuramı perspektifinden matematik eğitiminde motivasyonu artırmaya yönelik literatüre dayalı çıkarımlarda bulunularak eğitimcilere dönük çeşitli stratejik yaklaşımlar sunmayı amaçlamaktadır. Matematik dersinde eğitim ortamları öğrencilerin içsel motivasyonlarını destekleyici şekilde tasarlandığında öğrencilerin öz düzenleme becerilerini edinebilmelerine olanak tanınabilir. Çalışmada çağdaş motivasyon kuramları olarak sınıflandırılan kuramlardan biri olan öz belirleme bu çerçevede ele alınmıştır. Öz belirleme kuramı temeli içsel motivasyona dayanan altı alt kuramdan oluşan bir meta kuramdır. Google Akademik, Library Genesis ve YÖKTez veri tabanları üzerinden anahtar kelimeler ile 1971-2022 yıl aralığında Türkçe ve İngilizce yayın dillerinde 24 çalışma incelenerek her bir alt kuramın ele alındığı çalışmada, öğrencilerin hedef belirlemeden öğretim sürecinin değerlendirilmesine kadar eğitim sürecinin her aşamasına dahil edilerek özerkliklerini ve yeterliklerini destekleyen ortamların oluşturulmasının matematik dersinde öğrencilerin içsel motivasyonlarını artırabilecek önemli yaklaşımlar olduğu sonucuna ulaşılmıştır.

Anahtar Kelimeler

Matematik eğitimi, Motivasyon, Öz belirleme kuramı

Motivation in Mathematics Education from the Perspective of Self-Determination Theory

Öz

This study aims to present various strategic approaches to educators by making inferences based on the literature to increase motivation in mathematics education from the perspective of self-determination theory. When the educational environments in the mathematics lesson are designed to support the internal motivation of the students, it will be possible for the students to acquire self-regulation skills. In this study, self-determination, which is one of the theories classified as contemporary motivation theories, is discussed within this framework. Self-determination theory is a meta-theory consisting of six sub-theories based on intrinsic motivation. By examining 24 studies in Turkish and English publication languages between the years 1971-2022 with keywords on Google Scholar, Library Genesis and YÖKTez databases, each sub-theory was examined, and students were included in every stage of the education process, from goal setting to evaluation of the teaching process, and they were able to demonstrate their autonomy and competence. It has been concluded that creating supportive environments is an important approach that can increase students' intrinsic motivation in mathematics lessons.

Anahtar Kelimeler

Mathematics education, Motivation, Self-determination theory

Kaynakça

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