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Eski-Yeni İkilemi: Matematik Öğretmenlerinin Matematiksel İnançları Ve Uygulamaları

Yıl 2010, Cilt: 39 Sayı: 39, 321 - 332, 01.06.2010

ZÜLBİYE TOLUK Uçar NUR HİLAL Demirsoy

Öz

Yapılan araştırmalar matematik öğretmenlerinin inançlarının öğretim uygulamalarını etkileyen önemlifaktörlerden biri olduğunu ortaya koymaktadır. Bu araştırmalarda çelişkili bulgular ortaya çıkmıştır. Bazı araştırma sonuçlarıöğretmenlerin inanç ve uygulamalarının uyumlu olduğunu belirtirken, bazıları ise bu ikisinin uyumdan uzak olduğunu ortayakoymaktadır. Bu araştırmanın amacı 3 ilköğretim matematik öğretmeninin matematiksel inançları ve öğretim uygulamalarıarasındaki ilişkiyi belirlemektir. Öğretmenlerin inanç ve uygulamaları farklı veri toplama teknikleri ile incelenmiştir. Heröğretmenin öğretimi 6 ders saati gözlendikten sonra, öğretmenlerle birebir görüşme yapılmış ve görüşmelerin sonunda birinanç ölçeği uygulanmıştır. Öğretmenlerin matematiksel inançları ile öğretim uygulamaları ayrı ayrı incelendikten sonra, ikisiarasındaki uyuma bakılmıştır. Bulgular, öğretmenlerin matematiksel inançları ile uygulamaları arasında bazı tutarsızlıklarınolduğunu ortaya çıkarmıştır. Üç öğretmen de geleneksel öğretim sergilemiş, fakat düşüncelerinde farklı yönelimlergöstermişlerdir. Ayrıca, bulgular öğretmenlerin uygulamalarında yeni diye nitelendirdikleri öğrenci merkezli inançlar ile eskiolarak nitelendirdikleri geleneksel inançlar arasında sıkıştıklarını göstermiştir

Anahtar Kelimeler

Matematik öğretmenleri inançlar matematik eğitimi ilköğretim

Kaynakça

  • Australian Association of Mathematics Teacher (2002). Standards for excellence in teaching mathematics in Australian schools. Retrieved August 7, 2009 fromhttp://www.aamt.edu.au/standards/.
  • Ball, D.L. (1990). The mathematical understandings that prospective teachers bring to teacher education. The Elementary School Journal, 90(4), 449–466.
  • Barlow, A. T., & Cates, J. M. (2006). The impact of problem posing on elemantary teachers’ beliefs about mathematics and mathematics teaching. School Science and Mathematics, 106(2), 64-73.
  • Beswick, K. (2005). The beliefs/practice connection in broadly defined contexts, Mathematics Education Research
  • Journal, 17(2), 39–68.
  • Borko, H., Eisenhart, M., Brown, C., Underhill, R., Jones, D. & Agard, P. C. (1992). Learning to teach hard mathematics: Do novices and their instructors give up too easily? Journal for Research in Mathematics Education, 23(3), 194–222.
  • Christou, C., Eliophotou-Menon, M., & Philippou, G. (2004). Teachers’ concerns regarding the adoption of a new mathematics curriculum: An application of CBAM. Educational Studies in Mathematics, 57, 157–176.
  • Cooney, T. A. (1985). Beginning teacher’s view of problem solving. Journal for Research in Mathematics Education, 16(5), 324-336.
  • Crawford, A.R., Chamblee, G.E., & Rowlett, R. J. (1998). Assessing concerns of algebra teachers during a curriculum reform: A constructivist approach, Journal of In-service Education, 24, 317–327.
  • Crespo, S. (2003). Learning to pose mathematical problems: Exploring changes in pre-service teachers’ practices. Educational Studies in Mathematics, 52(3), 243-270.
  • Çakıroğlu, E. & Çakıroğlu, J. (2003). Reflections on teacher education in Turkey. European Journal of Teacher Education, 26(2), 253-264.
  • Gooya, Z. (2007). Mathematics teachers’ beliefs about a new reform in high school geometry in Iran. Educational Studies in Mathematics, 65, 331-347.
  • Handal, B. (2003). Teachers’ mathematical beliefs: A review. The Mathematics Educator. 13(2), 47-58.
  • Kaplan, R. G. (1991). Teacher beliefs and practices: A square peg in a square hole. Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Blacksburg, VA.
  • Kayan, F. (2007). A study on preservice elementary mathematics teachers’ mathematical problem solving beliefs. Yayınlanmamış Yüksek Lisans Tezi, Orta Doğu Teknik Üniversitesi Fen Bilimleri Enstitüsü, Ankara.
  • Kılcan, S. (2006).İlköğretim matematik öğretmenlerinin kavramsal bilgileri: Kesirlerle bölme. Yayınlanmamış Yüksek Lisans Tezi. Abant Izzet Baysal University.
  • Manouchehri, A., & Goodman, T. (2000). Implementing mathematics reform: The challenge within, Educational
  • Studies in Mathematics, 42, 1–34.
  • National Council of Teachers of Mathematics (1989). Curriculum and evaluation standards for school mathematics, NCTM, Virginia, VA.
  • National Council of Teachers of Mathematics (1991). Professional standards for teaching mathematics, NCTM, Virginia, VA.
  • National Council of Teachers of Mathematics (2000). Curriculum and evaluation standards for school mathematics, NCTM, Virginia, VA.
  • Nelson, B. (1997). Learning about teacher change in the context of mathematics reform: Where have we come from? In E. Fennema and B. Nelson (eds.), Mathematics Teachers in Transition (pp. 3–18), Lawrence Erlbaum Associates, Inc. Publishers, New Jersey.
  • Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct, Review of Educational Research, Vol. 62, No. 3., pp. 307-332.
  • Raymond, A. M. (1997). Inconsistency between a beginning elementary school teacher's mathematics beliefs and teaching practice. Journal for Research in Mathematics Education, 28(5), 550- 576
  • Spangler, D. A. (1992). Assessing students' beliefs about mathematics. The Mathematics Educator. 3(1), 19-25.
  • Thompson, A. G. (1984). The relationship of teachers' conceptions of mathematics and mathematics teaching to instructional practice. Educational Studies in Mathematics, 15(2), 105-127
  • Thompson, A. G. (1992). Teachers’ beliefs and conceptions: A synthesis of the research In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127-146), New York: Macmillian.
  • Tirosh, D. (2000). Enhancing prospective teachers’ knowledge of children’s conceptions: The case of division of fractions. Journal for Research in Mathematics Education, 31(1), 5-25.
  • Toluk-Uçar, Z. (2009). Developing preservice teachers understanding of fractions through problem posing. Teaching and Taecher Education, 25(1), 166-175.
  • Wang, J., & Odell S. J. (2002). Mentored learning to teach according to standards-based reform: a critical review. Review of Educational Research, 72(3), 481-546
  • Yıldırım, A., ve Şimşek, H. (2006). Sosyal bilimlerde nitel araştirma yöntemleri. Ankara: Seçkin Yayıncılık.

Yıl 2010, Cilt: 39 Sayı: 39, 321 - 332, 01.06.2010

ZÜLBİYE TOLUK Uçar NUR HİLAL Demirsoy

Öz

Kaynakça

  • Australian Association of Mathematics Teacher (2002). Standards for excellence in teaching mathematics in Australian schools. Retrieved August 7, 2009 fromhttp://www.aamt.edu.au/standards/.
  • Ball, D.L. (1990). The mathematical understandings that prospective teachers bring to teacher education. The Elementary School Journal, 90(4), 449–466.
  • Barlow, A. T., & Cates, J. M. (2006). The impact of problem posing on elemantary teachers’ beliefs about mathematics and mathematics teaching. School Science and Mathematics, 106(2), 64-73.
  • Beswick, K. (2005). The beliefs/practice connection in broadly defined contexts, Mathematics Education Research
  • Journal, 17(2), 39–68.
  • Borko, H., Eisenhart, M., Brown, C., Underhill, R., Jones, D. & Agard, P. C. (1992). Learning to teach hard mathematics: Do novices and their instructors give up too easily? Journal for Research in Mathematics Education, 23(3), 194–222.
  • Christou, C., Eliophotou-Menon, M., & Philippou, G. (2004). Teachers’ concerns regarding the adoption of a new mathematics curriculum: An application of CBAM. Educational Studies in Mathematics, 57, 157–176.
  • Cooney, T. A. (1985). Beginning teacher’s view of problem solving. Journal for Research in Mathematics Education, 16(5), 324-336.
  • Crawford, A.R., Chamblee, G.E., & Rowlett, R. J. (1998). Assessing concerns of algebra teachers during a curriculum reform: A constructivist approach, Journal of In-service Education, 24, 317–327.
  • Crespo, S. (2003). Learning to pose mathematical problems: Exploring changes in pre-service teachers’ practices. Educational Studies in Mathematics, 52(3), 243-270.
  • Çakıroğlu, E. & Çakıroğlu, J. (2003). Reflections on teacher education in Turkey. European Journal of Teacher Education, 26(2), 253-264.
  • Gooya, Z. (2007). Mathematics teachers’ beliefs about a new reform in high school geometry in Iran. Educational Studies in Mathematics, 65, 331-347.
  • Handal, B. (2003). Teachers’ mathematical beliefs: A review. The Mathematics Educator. 13(2), 47-58.
  • Kaplan, R. G. (1991). Teacher beliefs and practices: A square peg in a square hole. Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Blacksburg, VA.
  • Kayan, F. (2007). A study on preservice elementary mathematics teachers’ mathematical problem solving beliefs. Yayınlanmamış Yüksek Lisans Tezi, Orta Doğu Teknik Üniversitesi Fen Bilimleri Enstitüsü, Ankara.
  • Kılcan, S. (2006).İlköğretim matematik öğretmenlerinin kavramsal bilgileri: Kesirlerle bölme. Yayınlanmamış Yüksek Lisans Tezi. Abant Izzet Baysal University.
  • Manouchehri, A., & Goodman, T. (2000). Implementing mathematics reform: The challenge within, Educational
  • Studies in Mathematics, 42, 1–34.
  • National Council of Teachers of Mathematics (1989). Curriculum and evaluation standards for school mathematics, NCTM, Virginia, VA.
  • National Council of Teachers of Mathematics (1991). Professional standards for teaching mathematics, NCTM, Virginia, VA.
  • National Council of Teachers of Mathematics (2000). Curriculum and evaluation standards for school mathematics, NCTM, Virginia, VA.
  • Nelson, B. (1997). Learning about teacher change in the context of mathematics reform: Where have we come from? In E. Fennema and B. Nelson (eds.), Mathematics Teachers in Transition (pp. 3–18), Lawrence Erlbaum Associates, Inc. Publishers, New Jersey.
  • Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct, Review of Educational Research, Vol. 62, No. 3., pp. 307-332.
  • Raymond, A. M. (1997). Inconsistency between a beginning elementary school teacher's mathematics beliefs and teaching practice. Journal for Research in Mathematics Education, 28(5), 550- 576
  • Spangler, D. A. (1992). Assessing students' beliefs about mathematics. The Mathematics Educator. 3(1), 19-25.
  • Thompson, A. G. (1984). The relationship of teachers' conceptions of mathematics and mathematics teaching to instructional practice. Educational Studies in Mathematics, 15(2), 105-127
  • Thompson, A. G. (1992). Teachers’ beliefs and conceptions: A synthesis of the research In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127-146), New York: Macmillian.
  • Tirosh, D. (2000). Enhancing prospective teachers’ knowledge of children’s conceptions: The case of division of fractions. Journal for Research in Mathematics Education, 31(1), 5-25.
  • Toluk-Uçar, Z. (2009). Developing preservice teachers understanding of fractions through problem posing. Teaching and Taecher Education, 25(1), 166-175.
  • Wang, J., & Odell S. J. (2002). Mentored learning to teach according to standards-based reform: a critical review. Review of Educational Research, 72(3), 481-546
  • Yıldırım, A., ve Şimşek, H. (2006). Sosyal bilimlerde nitel araştirma yöntemleri. Ankara: Seçkin Yayıncılık.
Toplam 31 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

ZÜLBİYE TOLUK Uçar Bu kişi benim

NUR HİLAL Demirsoy Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2010
Yayımlandığı Sayı Yıl 2010 Cilt: 39 Sayı: 39

Kaynak Göster

APA Uçar, Z. T., & Demirsoy, N. H. (2010). Eski-Yeni İkilemi: Matematik Öğretmenlerinin Matematiksel İnançları Ve Uygulamaları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39(39), 321-332.