Matematik Öğretmenlerinin Eşitlik İşareti ile İlgili Hatalı Çözümlere Dönüt Verme Yöntemleri

Abstract

Bu çalışmada ortaokul matematik öğretmenlerinin eşitlik işareti ile ilgili hatalı çözümlere dönüt verme yöntemleri araştırmacılar tarafından oluşturulan senaryolar aracılığıyla tespit edilmiştir. Veri toplama aracı olarak araştırmacılar tarafından eşitlik işareti ile ilgili yaygın yapılan hatalara yönelik hatalı çözümlerin yer aldığı beş tane senaryo kullanılmıştır. Çalışma 8 ortaokul matematik öğretmeni ile yürütülmüştür. Araştırma sonuçlarına göre matematik öğretmenleri eşitlik işareti ile ilgili öğrenci hatalarına dönüt vermede hatayı söyleme, doğru cevabı açıklama, hatasını bulmaya yönlendirme, doğru cevabı bulmaya yönlendirme, konuyu yeniden öğretme ve yanlış müdahale yöntemlerini kullandıkları tespit edilmiştir. Matematik öğretmenlerinin eşitlik işareti ile ilgili öğrenci hatalarına dönüt vermede en fazla doğru cevabı açıklama yöntemini kullandıkları görülmüştür. Çalışmada matematik öğretmenlerinin dönüt vermede öğrenci düşüncelerini derinlemesine inceleyen ve kullandıkları çözümleri gerekçelendirmelerini gerektirecek sorulara yer vermedikleri de ulaşılan sonuçlar arasındadır.

Methods of Mathematics Teachers Use in Giving Feedback to Incorrect Solutions Related to Equality Sign

Abstract

This study determined the methods of mathematics teachers use in giving feedback to incorrect solutions related to the equality sign through scenarios created by the researchers. The researchers used five scenarios with incorrect solutions for common errors related to the equality sign were as a data collection tool. The study was conducted with 8 middle school mathematics teachers. The results determined that mathematics teachers used the methods of telling the error, explaining the correct answer, directing to find the mistake, directing to find the correct answer, re-teaching the subject and incorrect intervention methods in giving feedback to the student mistakes about the equality sign. The results indicated that mathematics teachers mostly used the method of explaining the correct answer in giving feedback to student errors about the equality sign. The study further highlighted that mathematics teachers did not include questions examining students' thoughts in depth and requiring them to justify the solutions they used in giving feedback.

Keywords

• Mathematics teacher
• equality sign
• relational thinking
• giving feedback

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