Ortaokul Matematik Öğretmen Adaylarının Oran Kavramına Yönelik Öğrenci Düşünme Modelleri Oluşturma Süreçleri

Yıl 2024, , 273 - 309, 30.04.2024

Sultan Yıldırım , İffet Yetkin Özdemir

https://doi.org/10.17152/gefad.1375772

Öz

Bu çalışmanın amacı, araştırma temelli bir hizmet öncesi eğitim programına katılan öğretmen adaylarının oran kavramıyla ilgili öğrenci düşünme modelleri geliştirme sürecini araştırmaktır. Nitel araştırma yöntemlerinin kullanıldığı çalışmada katılımcılar bir devlet üniversitesinde son sınıfta okuyan dört ortaokul matematik öğretmeni adayıdır. Eğitim programının tasarımı, Bilişsel Yönlendirmeli Öğretim (CGI) ilkelerine dayanmakta olup, öğretmen adaylarının öğrencilerin oran kavramı gelişimine dair araştırma temelli bilgiyle etkili bir şekilde etkileşimde bulunmalarını sağlayan görevleri içermektedir. Çalışmanın verileri, beş oturumdan elde edilen görüşmelerin kayıtlarından ve öğretmen adaylarının görevlere verdiği yazılı cevaplardan oluşmaktadır. Verilerin analizinde öğrenci düşünme modellerini dört süreç (tanımlama, karşılaştırma, çıkarım ve yeniden yapılandırma) ile tanımlayan bir çerçeve kullanılmıştır. Öğrenci düşünmesini açıklarken, öğretmen adayları öğrenci ifadelerini tekrarlamış, öğrenci çözümlerindeki önemli noktalara vurgu yapmış, öğrenci çözüm yöntemlerini ayrıntılı bir şekilde açıklamış veya genel çözüm özelliklerine odaklanmıştır. Karşılaştırma sürecinde öğretmen adayları, öğrenci çözümlerini kendi çözümleriyle açık veya üstü kapalı olarak karşılaştırmış, genellikle kendi veya diğer öğretmen adaylarının düşüncelerine odaklanmışlardır. Çıkarım süreci, öğrenci çalışmalarından gelen kanıtları yorumlamayı içermiştir, bazen gerekçe sunmadan çıkarımda bulunmuşlardır. Öğretmen adayları, öğrenci düşünmesini tahmin ederek ve öğrenci düşüncesini dikkate alan problemler oluşturarak yeniden yapılandırma sürecinde bulunmuşlardır. Oluşturdukları modellerle öğrenci düşünmesini tahmin edebilmişlerdir.

Anahtar Kelimeler

Matematik eğitimi, Öğretmen adayları, Bilişsel yönlendirmeli öğretim, Öğrenci düşünme modelleri, Oran kavramı

Etik Beyan

Bu araştırma, Hacettepe Üniversitesi Etik Komisyonu’nun 08 Haziran 2021 tarihli E-35853172-300-00001610808 sayılı kararı ile alınan izinle yürütülmüştür.

Destekleyen Kurum

Bu araştırmada herhangi bir kurum, kuruluş ya da kişiden destek alınmamıştır.

Prospective Middle School Mathematics Teachers' Process of Constructing Student Thinking Models on Ratios

Öz

This study explores the process of prospective teachers developing student thinking models regarding the ratio concept within a research-based pre-service education program. It employs qualitative research methods and involves four final-year prospective middle school mathematics teachers at a state university. The program design incorporates principles of Cognitively Guided Instruction (CGI), featuring tasks that enable prospective teachers to engage with research-based knowledge on ratio concept development in students and its application in instruction. Data for the study comprises recorded interview sessions spanning five meetings and written responses from prospective teachers to the tasks. Analysis employs a framework defining four processes for constructing student thinking models: description, comparison, inference, and restructuring. When describing student thinking, prospective teachers reiterated student statements, emphasized crucial points in student solutions, provided detailed explanations of student solution methods, or focused on general solution characteristics. In the comparison process, prospective teachers explicitly or implicitly compared student solutions with their own, often based on personal thoughts or those of fellow prospective teachers. The inference process involves interpreting evidence from student work, sometimes without providing a rationale. Prospective teachers showed restructuring through anticipating student thinking and posing problems that consider student thought. They anticipated student thinking through the models they created.

Anahtar Kelimeler

Mathematics education, Prospective teachers, Cognitively guided instruction, Student thinking models, Ratio concept

Kaynakça

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