LİSE ÖĞRENCİLERİNİN DERS İMECESİNE DAYALI OLARAK HAZIRLANAN MATEMATİK DERSİNE İLİŞKİN GÖRÜŞLERİ

Öz

Bu çalışmanın amacı, lise öğrencilerinin fonksiyonlar konusunda ders imecesi kullanılarak tasarlanan matematik dersine ilişkin görüşlerini ortaya koymaktır. Araştırmaya 10. Sınıflarda öğrenim gören toplam 20 öğrenci katılmıştır. Öğrencilerin görüşleri imece uygulaması ile gerçekleştirilen fonksiyon öğretimi sonrasında alınmıştır. Veri toplama aracı olarak 9 açık uçlu sorudan oluşan yarı yapılandırılmış görüşme formu kullanılmıştır. Verilerin analizinde içerik analiz tekniğinden yararlanılmıştır. Analiz sonucunda, öğrencilerin çoğunluğu imece uygulamasının verimli olduğunu, imece uygulaması ile gerçekleştirilen dersin daha anlaşılır ve etkili olduğunu, katılım sağladığını öğrenmeye olumlu katkısının olduğunu, öğrenci başarısına olumlu katkı sağladığını, derse yönelik ilgiyi arttırdığını, ancak zaman alan bir uygulama olduğunu ifade etmişlerdir. Ayrıca, öğrenciler, imece uygulamasının fonksiyonlar konusunu daha iyi anlama ve özümsemeye katkı sağladığını düşünmektedirler

Anahtar Kelimeler

• ders imece
• matematik
• fonksiyonlar
• öğrenci görüşleri

HIGH SCHOOL STUDENTS’ OPINIONS ON MATHEMATICS LESSON PREPARED BASED ON LESSON STUDY

Öz

The purpose of the study is to reveal high school students’ opinions on the mathematics lesson designed using lesson study on teaching functions. A total of 20 students in the 10th grade participated in the study. Students’ opinions were taken after the function teaching carried out with lesson study. As data collection tool, a semi-structured interview form with 9 open-ended questions was used. Content analysis technique was used to analyze the data. As a results of the analysis, most of the students indicated that, the practice of study lesson was efficient, the lesson conducted with lesson study was more understandable and effective, it enabled participation, it had a positive contribution to learning, it contributed positively to student achievement and increased interest in the lesson, but it took time to implement. In addition, students thought that study lesson practice contributed to better understanding and assimilation of functions.

Anahtar Kelimeler

• Lesson study
• mathematics
• functions
• students’ views

Kaynakça

1. Akbaba-Dağ, S. (2014). Mikroöğretim ders imecesi modeli ile sınıf öğretmeni adaylarının kesir öğretim bilgilerinin geliştirilmesine yönelik bir uygulama. Yayımlanmamış Doktora Tezi, Dumlupınar Üniversitesi, Kütahya.
2. Alsaeed, M. S. (2022). Supporting collaborative inquiry skills through lesson study: Investigation of high school mathematics professionals. Cogent Education, 9(1), 2064406.
3. Alvine, A., Judson, T.W., Schein, M. & Yoshida, T. (2007). What graduate students (and the rest of us) can learn from lesson study. College Teaching, 55(3), 109–113.
4. Back, J. & Joubert, M. (2011). Lesson study as a process for Professional development: working with teachers to effect significant and changes in practice. Proceedings of 7th Congress of the European Society for Research in Mathematics Education, Rzeszow, Poland, February, 2559-2568.
5. Baki, M. (2012). Sınıf öğretmeni adaylarının matematiği öğretme bilgilerinin gelişiminin incelenmesi: Bir ders imecesi (lessonstudy) çalışması. Yayımlanmamış Doktora Tezi, Karadeniz Teknik Üniversitesi, Trabzon.
6. Benidiktus, Tanujaya., Rully, Charitas, Indra, Prahmana., Jeinne, Mumu. (2023). Lesson study with sharing and jumping tasks in online mathematics classrooms for rural area students. Journal on Mathematics Education, 14(1):169-188. doi: 10.22342/jme.v14i1.pp169-188
7. Bilge, O. & Dede, Y. (2020). Mathematics teachers’ opinions on lesson study. Gazi Journal of Education Sciences, 6(1), 1–22.
8. Boran, E. & Tarım, K. (2016) Ortaokul matematik öğretmenlerinin ders imecesi hakkındaki görüşleri. Turkish Journal of Computer and Mathematics Education, 7(1), 259–273.

9. Bruce, C. D., & Hawes, Z. (2015). The role of 2D and 3D mental rotation in mathematics for young children: what is it? Why does it matter? And what can we do about it?. ZDM Mathematics Education, 47, 331-343. DOI 10.1007/s11858-014-0637-4
10. Bütün, M. (2012). İlköğretim matematik öğretmeni adaylarının uygulanan zenginleştirilmiş program sürecinde matematiği öğretme bilgilerinin gelişimi, Yayınlanmamış doktora tezi, Karadeniz Teknik Üniversitesi, Trabzon.
11. Bütün, M. (2015). Öğretmenlik uygulaması dersinde ders imecesi modelinin değerlendirilmesi: Sorunlar ve çözüm önerileri. Adıyaman University Journal of Educational Sciences, 5(2), 136-167.
12. Cerbin, W.ve Kopp, B. (2006). Lesson study as a model for building pedagogical knowledge and improving teaching. International Journal of Teaching and Learning in Higher Education, 18(3), 250–257.
13. Chan, J. R., Ingcol, R. S., Villacrusis, E. M., Santos, E. R. F., Garung, M. L. C., Garma, M. F. C., & Elipane, L. E. (2021). Utilizing Lesson Study In Enhancing Teaching Pedagogy. Turkish Journal of Computer and Mathematics Education, 12(10), 4255-4263.
14. Clark, CM. & Peterson, PL. (1986). Teachers’ thought processes. In: Wittrock MC (ed) Handbook of research on teaching. Macmillan, New York, pp 255–296
15. Dalby, D. (2021). Professional learning through collaborative research in mathematics. Professional Development in Education, 47(4), 710-724.
16. Darling-Hammound, L., &McLaughlin, M. V. (1995). Policies that support Professional development in an era of reform. Phi Delta Kappan, 76(8), 597-604.
17. Doig, B. & Groves, S. (2011). Japanese lesson study: Teacher Professional development through communities of inquiry. Mathematics Teacher Education and Development, 13(1), 77–93.
18. Eraslan, A. (2008). Japanese lesson study: Can it work in Turkey. Educationand Science, 33(149), 62-67.
19. Fernandez, C. (2002). Learning from Japanese approaches to Professional development: Thecase of lesson study. Journal of Teacher Education, 53, 393–405.
20. Fernandez, C. & Yoshida, M. (2004). Lesson study: a Japanese approach to improving mathematics teaching and learning. Lawrence Erlbaum Associates, Mahwah
21. Gomes, P., Quaresma, M., & da Ponte, J. P. (2021). A lesson study with mathematics teachers: learning about communication in the classroom. Acta Scientiae, 23(5), 126-152.
22. Gözel, E. (2016). Ders imecesi çalışmalarıyla sınıf öğretmenlerinin problem çözmeye dayalı matematiği öğretme bilgilerinin gelişiminin incelenmesi. Yayımlanmamış Doktora Tezi, Pamukkale Üniversitesi, Denizli.
23. Güner, P., & Akyüz, D. (2017). Ders imecesi (lesson study) mesleki gelişim modeli: Öğretmen adaylarının fark etme becerilerinin incelenmesi. İlköğretim Online, 16(2), 428-452.
24. Hart, L., Alston, A. & Murata, A. (2009). Lesson study working group http://www.pmena.org/2009/proceedings/workinggroup90521replacement.pdf sayfasından elde edilmiştir.
25. Hart, L.C., Alston, A.& Murata, A. (2011). Lesson study research and practice in mathematics education. Springer, New York
26. Huang, R., & Shimizu, Y. (2016). Improving teaching, developing teachers and teacher educators, and linking theory and practice through lesson study in mathematics: an international perspective. ZDM Mathematics Education, 48, 393-409. DOI 10.1007/s11858-016-0795-7
27. Inagaki, T. (1995). A historical research on teaching theory in Meiji-Era (in Japanese). Hyuuron-Sya, Tokyo
28. Inoue, N. (2010). Zen and the art of neriage: facilitating consensus building in mathematic sinquiry lesson sthrough lesson study. J Math TeachEduc 14(1),5–23.
29. Karataş, Z. (2015). Sosyal bilimlerde nitel araştırma yöntemleri. Manevi Temelli Sosyal Hizmet Araştırmaları Dergisi, 1(1), 62-80.
30. Lewis, C. (2002). Lesson study: a handbook of teacher-ledin structional change. Research for Better Schools, Philadelphia
31. Lewis, C. (2009). What is the nature of knowledge development in lesson study?. Educational Action Research, 17(1), 95-110. Lewis, C. (2016). How does lesson study improve mathematics instruction?. ZDM Mathematics Education, 48, 571-580. DOI: 10.1007/s11858-016-0792-x
32. Lewis, C., Perry, R. & Murata, A. (2006). How should research contribute to instructional improvement? Thecase of lesson study. Educational Researcher, 35(3), 3–14.
33. Lewis, C., Perry R, Hurd, J. (2004). A deeper look at lesson study. Educ Leadersh 61(5):18– 23.
34. Lewis, C. & Tsuchida, I. (1997). Planned educational changed in Japan: The shift to student centered elementary science. Journal of EducationalPolicy, 12(5), 313-331.
35. Lundbäck, B., & Egerhag, H. (2020). Lesson Study as a bridge between two learning contexts. International Journal for Lesson & Learning Studies, 9(3), 289-299.
36. Matoba, M., Shibata, Y., & Sarkar Arani, M. R. (2007). School-university partnerships: A new recipe for creating Professional knowledge in school. Educational Research for Policy and Practice, 6(1), 55-65.
37. McDowell, A. V. (2010). Preservice teachers' use of lessons tudy in teaching nature of science. Middle-Secondary Education and Instructional Technology Dissertations, The College of Education, Georgia State University, Atlanta, Georgia Meyer, R. D. (2005). Lesson study: The effects on teachers and students in urban middle schools. 20.01.2021 tarihinde https://baylor-ir.tdl.org/bitstream/handle/2104/3007/RachelleMeyer_edd.pdf?sequence=4&isAllowed=y adresinden elde edilmiştir.
38. O’Connor, B. L. (2010). Effect of lesson study on teachers’ mathematical understanding. Unpublished Doctoral Dissertation, Capella University.
39. Sekao, D., & Engelbrecht, J. (2022). South African Primary Mathematics Teachers’ Experiences and Perspectives About Lesson Study. International Journal of Science and Mathematics Education, 20(7), 1431-1453.
40. Seleznyov, S. (2020). Lesson study: Exploring implementation challenges in England. International Journal for Lesson and Learning Studies, 9(2), 179-192.
41. Shimizu, Y. (2014). Lesson study in mathematics education. In S. Lerman (Ed.), Encylopedia of mathematics education (pp. 358-360). Dordrecht, Netherlands: Springer. DOI: 10.1007/978-94-007-4978-8_149. Suhaili, S.S., Shahrill, Ö., & Khalid, M. (2014). The impact of lesson plan on primary mathematics’ instructors in Brunei Darussalam. The Eurasia Proceedings of Educational & Social Sciences (EPESS), 1, 90-95.
42. Stigler, J. W. & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York, NY: FreePress.
43. Stepanek, J. (2001, Spring). A newview of Professional development. Northwest Education Magazine, 2-11.
44. Sullivan, P. (2014). Models of in-service mathematics teacher education profeesional development. In S. Lerman (Ed.), Encylopedia of mathematics education (pp. 455- 457). Dordrecht, Netherlands: Springer. DOI: 10.1007/978-94-007-4978-8_149.
45. Suzuki, Y. (2012). Teachers’ Professional discourse in a Japanese lesson study. International Journal for Lesson and Learning Studies, 1(3), 216–231.
46. Yıldız, A. (2013). Ders imecesinin matematik öğretmenlerinin problem çözme ortamlarında öğrencilerinin üstbilişlerini harekete geçirmeye yönelik davranışlarına etkisi. Yayımlanmamış Doktora Tezi, Karadeniz Teknik Üniversitesi, Trabzon.
47. Takahashi, A. & Yoshida, M. (2004). Ideas for establishing lesson-study communities. Teaching Children Mathematics, 10(9), 436–443.
48. Warwick, P., Vrikki, M., Vermunt, J. D., Mercer, N., & van Halem, N. (2016). Connecting observations of student and teacher learning: an examination of dialogic processes in Lesson Study discussions in mathematics. Zdm, 48, 555-569.
49. Widjaja, W., Vale, C., Groves, S. & Doig, B. (2017). Teachers’ Professional growth through engagement with lesson study. Journal of Mathematics Teacher Education, 20(4), 357–383.
50. Yamnitzky, G. S. (2011). Elementary teachers' perspectives on the impact that lesson study participation had on their mathematical content and pedagogical-content knowledge. Unpublished Doctoral Dissertation, University of Pittsburgh.
51. Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri (8. Baskı). Ankara: Seçkin Yayıncılık.