A Problem Solving Course Case: Examination of Preservice Mathematics Teachers’ Perceptions

Yıl 2019, Cilt: 4 Sayı: 2, 74 - 92, 31.12.2019

Ayse Tugba Oner

https://doi.org/10.22596/2019.0402.74.92

Öz

Addressing all students’ needs is important for effective teaching. In teacher education programs, it is vital to introduce reform-based instructional approaches to preservice teachers (PST) while emphasizing the essence of subject matter knowledge, pedagogical content knowledge and knowledge about diverse students. This study represents preservice mathematics teachers’ perceptions about distinctively designed Mathematical Problem Solving course. The design of the course basically had an emphasis on problem solving, diversity, and equity consciousness and framed by a hypothetical learning trajectory. The data were gathered through semi-structured interviews. PSTs’ responses were analyzed by thematic analysis. PSTs’ perceptions about the Mathematical Problem Solving course were grouped under four themes and these were efficacy, awareness, shortcomings, and problem sets as challengers. In general PSTs pointed that the course was effective on improving their previous content knowledge, belief about being a better educator, learning heuristics in problem solving, and creating an awareness on diversity and equity while it had some shortcomings such as time management or lack of guidance needed by PSTs. Problem sets were one of the main component of the problem solving and posing structure of the course and these problems were non-routine problems which many PSTs found it difficult as well.

Anahtar Kelimeler

problem solving, preservice mathematics teachers, diversity, equity

Bir Problem Çözme Dersi Vakası: Matematik Öğretmen Adaylarının Düşüncelerinin İncelenmesi

Öz

Etkili bir öğretme için
bütün öğrencilerin ihtiyaçlarının karşılanması önemlidir. Öğretmen eğitimi
programlarında, konu alanı bilgisi, pedagojik içerik bilgisi ve çeşitlilik
hakkında bilginin önemi vurgulanırken öğretmen adaylarına reform temelli
öğretimsel yaklaşımların tanıtılması can alıcıdır. Bu çalışma, öğretmen
adaylarının özel bir biçimde tasarlanmış Matematikte Problem Çözme dersi
hakkındaki algılarını sunmaktadır. Dersin tasarımı temelde problem çözme,
çeşitlilik ve eşitlik bilinci üzerinde odaklanmış ve Hipotetik Öğrenme Yolu
tarafından çerçevelenmiştir. Veri seti yarı yapılandırılmış görüşmelerden elde
edilmiştir. Öğretmen adaylarının cevapları tematik analiz ile incelenmiştir.
Öğretmen adaylarının Matematikte Problem Çözme dersi hakkındaki algıları dört
temada toplanmıştır ve bunlar fayda, farkındalık, eksiklikler ve meydan okuyucu
olarak problem setleridir. Genel olarak öğretmen adayları dersin, var olan
içerik bilgilerini ve daha iyi bir matematik öğretmeni oldukları hakkında
inançlarını geliştirdiğini, problem çözmede kullanılan sezgisel yaklaşımı
öğrenmelerini, eşitlik ve çeşitlilik hakkında farkındalık yarattığını
belirtmişlerdir fakat bunun yanında zamanlama ya da rehberlik eksikliği gibi
problemlere de değinmişlerdir. Problem setleri dersin problem çözme ve kurma
yapılarından biri olan temel parçalardan bir tanesidir ve bu problemler rutin
olmayan problemlerdir ve öğretmen adayları tarafından zor olarak görülmüştür.

Anahtar Kelimeler

problem çözme, matematik öğretmen adayları, çeşitlilik, eşitlik

Kaynakça

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