Ortaokul Matematik Öğretmenlerinin Aritmetik ve Cebir Problemleri Hakkındaki İnanışları

Yıl 2019, , 156 - 176, 29.04.2019

Yaşar Akkan , Mesut Öztürk , Pınar Akkan Betül Küçük Demir

https://doi.org/10.17556/erziefd.431583

Öz

Öğretmenler, matematiği bilmenin ve anlamının
ne demek olduğunu, öğrencilerinin hangi matematiksel görevleri yapmaları
gerektiğini ve bilişsel olarak öğrencilerini zorlayan becerilerin nasıl
geliştirilmesi ve desteklenmesini de anlamalıdırlar. Çünkü öğrencilerin
nasıl/ne düşündüklerini ve yeteneklerinin ne olduğunu bilmek; öğretmenlerin
ders içeriklerine ve sunum stillerine etki etmektedir. Bu bağlamda çalışmanın amacı, öğrencilerin matematiksel içerik edinme
yetkinlikleri ile ilgili ortaokul matematik öğretmenlerinin inançlarını problem
çözme bağlamında farklı açılardan belirlemektir.  Çalışma, nicel araştırma desenlerinden
betimsel araştırma modeline göre yürütülmüştür. Araştırmanın örenklemini
32 ortaokul matematik öğretmeni oluşturmaktadır. Veri toplama aşamasında, Likert ve problem tipi sorulardan oluşan
literatür destekli anketlerden ve araştırmacı tarafından geliştirilen
açık uçlu anket sorularından yararlanılmıştır. Verilerin çözümlenmesinde
betimsel istatistik ve analiz yöntemleri kullanılmıştır. Öğretmenler öğrenciler
için cebir
problemlerin aritmetik problemlere göre, sözel problemlerin ise sembolik
problemlere göre daha zor olduğunu, problemdeki bilinmeyen niceliğin
pozisyonunun zorluk düzeylerini etkilediğini ve öğrencilerin kullanabilecekleri birden çok strateji olduğunu
belirtmişlerdir. Ayrıca öğretmenlerin çoğu, hikaye problemlerinin yeni anlamlar çıkarmada
sembolik problemlere göre daha uygun olduğunu ve sembol öncelikli eğilimi ile
“cebir en iyidir” görüşünü benimsemektedirler.

Anahtar Kelimeler

Aritmetik, Cebir, Problem Çözme

Kaynakça

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