Analyses of the Document Formation Process of a Lecturer in a Digital Environment

Yıl 2021, Cilt: 8 Sayı: 4, 272 - 285, 14.12.2021

Sema Nur Kaya , Menekşe Seden Tapan Broutın , Ridvan Ezentaş

https://doi.org/10.17278/ijesim.1007636

Öz

In this research, it is aimed to examine the schemes that emerged during the documentation formation process and the factors affecting the process in the context of a lecturer's "Documentational Approach to Didactics" theoretical framework. For this purpose, a case study, one of the qualitative research methods, was preferred in the study. Linear algebra courses teaching plan, course video recordings, clinical interviews and schematic representation of the resource system were used as data collection tools. The research participant is a lecturer who teaches linear algebra at the Faculty of Education of a state university in the Marmara Region. Content analysis was used to analyze the data. Elements related to the schemes that emerged in the process of creating documents as a result of the study have been determined as the fact that the achievements of the linear algebra curriculum are applied in a different order, the language of the selected resources is simple, the lessons are in the form of definition-theorem-example solution-quiz, the lecturer creates his/her own examples on the subject, the digital media resource is Google Meet, the resources and videos are shared in the classroom. In addition, it was concluded that the factors affecting the documentation creation process of the lecturer were grouped under four themes: student-based, faculty-based, mathematical concepts, and teaching environment.

Anahtar Kelimeler

lecturer, documentational approach, linear algebra, resource usage, digital environment

Kaynakça

• Adler, J. (2000). Conceptualising resources as a theme for teacher education. Journal of Mathematics Teacher Education, 3, 205–224.
• Balkan, Ö. (2018). Tamsayılar Konusu Öğretiminde Matematik Öğretmenlerinin Kullandıkları Dökümanların İncelenmesi. Uluslararası Bilimsel Araştırmalar Dergisi (IBAD), 103-110.
• Baştürk Şahin, N. B. (2015). İlköğretim matematik öğretmenlerinin ders dokümanı hazırlama süreçlerinin incelenmesi (Master's thesis, Uludağ Üniversitesi).
• Baştürk Şahin, B. N., & Tapan Broutın, M. S. (2018). Analysing Teacher Candidates' Evolution into Teachers through Documentational Approach. In Proceedings of the Re(s)sources 2018 International Conference, (s. 43-47). Lyon.
• Besnier, S., & Gueudet, G. (2016). Usages de ressources numériques pour l'enseignement des mathématiques en maternelle: orchestrations et documents. Perspectivas da Educação Matemática, 9(21).
• Birinci, D. K., Delice, A., & Aydın, E. (2013). Anlamayı anlamak: matematik eğitimi lisansüstü öğrencile-rinin lineer cebir kavramlarını anlamalarının incelenmesi. VI. Ulusal Lisansüstü Eğitim Sempozyumu, 55.
• Britton, S. & Henderson, J. (2009) Linear algebra revisited: an attempt to understand students' conceptual difficulties. Int. J. Math. Educ. Sci. Technol., 40, 963–974.
• Dogan, H. (2018) Mental schemes of: linear algebra visual constructs. Challenges and Strategies in Teaching Linear Algebra (S. Stewart, C. Andrews-Larson, A. Berman & M. Zandieh eds). Cham: Springer International Publishing AG, pp. 219–239.
• Dorier, J.-L. (1995) Meta level in the teaching of unifying and generalizing concepts in mathematics. Educ. Stud. Math., 29, 175–197.
• Dorier, J.-L., Robert, A., Robinet, J. & Rogalski, M. (2000) The obstacle of formalism in linear algebra. On the Teaching of Linear Algebra (J.-L.Dorier ed). Dordrecht: Kluwer Academic Publisher, pp. 85–94.
• Dorier, J. L. (2002). Teaching linear algebra at university. In Proceedings of the International Congress of Mathematicians, August 20-28, 2002, Beijing (Vol. 1, pp. 875-884). Higher Education Press. E. Dubinsky, Some thoughts on a first course in linear algebra at the college level, in Resources for Teaching Linear Algebra, D. Carlson, C.R. Johnson, D. Lay, A.D. Porter, A.E. Watkins, and W. Watkins, eds., Mathematical Association of America, Washington, 1997, pp. 85–105.
• Gueudet, G. (2017). University Teachers' Resources Systems and Documents. International Journal of Research in Undergraduate Mathematics Education, 3(1), 198-224.
• Gueudet, G., & Trouche, L. (2009), Documentational Geneses and Professional Geneses. In Gueudet, G., Pepin, B. & Trouche, L. (Eds.), Teachers' Work With Resources, (23-43). Gueudet, G., & Trouche, L. (2012). Teachers' work with resources: documentation geneses and professional geneses. In G. Gueudet, B. Pepin, & L. Trouche (Eds.), From Text to 'Lived' Resources: Mathematics Curriculum Materials and Teacher Development, 23-41, NY: Springer.
• Gueudet, G., & Pepin, B. (2018). Didactic contract at the beginning of university: A focus on resources and their use. International Journal of Research in Undergraduate Mathematics Education, 4(1), 56-73.
• Harel, G. (1989) Learning and teaching linear algebra: difficulties and an alternative approach to visualizing concepts and processes. Focus Learn. Prob. Math., 11, 139–148.
• İşbilir, S., Tapan-Broutin, M. S., & İlkörücü, Ş. (2019). Bir Matematik Öğretmeninin Doküman Oluşturma Sürecinin Eleştirel Düşünme Bağlamında Değerlendirilmesi. Uluslararası Bilimsel Araştırmalar Dergisi (IBAD), 400-404.
• Pepin, B., Gueudet, G., & Trouche, L. (2013). Resourcing teachers' work and interactions: a collective perspective on resources, their use and transformation. ZDM-The International Journal on Mathematics Education, 45(7), 929-943.
• Pepin, B., Xu, B., Trouche, L., & Wang, C. (2017). Developing a deeper understanding of mathematics teaching expertise: an examination of three Chinese mathematics teachers' resource systems as windows into their work and expertise. Educational studies in Mathematics, 94(3), 257-274.
• Tapan-Broutin, M. S. (2017). Ortaokul Matematik Öğretmen Adaylarının İnternet Ortamındaki Kaynakları Kullanım Düzeylerinin İncelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 30(2), 861-880.
• Trouche, L. (2016). Didactics of Mathematics: Concepts, Roots, Interactions and Dynamics from France. In J. Monaghan, L. Trouche, & J.M. Borwein, Tools and mathematics, instruments for learning (pp. 219-256). New York: Springer.
• Trouche, L., Gitirana, V., Miyakawa, T., Pepin, B., & Wang, C. (2019). Studying mathematics teachers interactions with curriculum materials through different lenses: Towards a deeper understanding of the processes at stake. International Journal of Educational Research, 93, 53-67.
• Işık-Sarıoğlu, B. (2020). Matematik öğretmenlerinin aday öğretmenken ve meslek hayatları esnasında dokümantal oluşum süreçlerinin incelenmesi (Master's thesis, Bursa Uludağ Üniversitesi).
• Kock, Z. J., & Pepin, B. (2018, April). Student use of resources in Calculus and Linear Algebra. In INDRUM 2018.
• Konyalioglu, A. C., İpek, A. S., & Isik, A. (2003). On the teaching linear algebra at the university level: the role of visualization in the teaching vector spaces. Research in Mathematical Education, 7(1), 59-67.
• Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. (Bütün, M. ve Demir, S. B. Çev. Ed.). Ankara: Pegem Akademi.
• Rensaa, R. J., Hogstad, N. M. & Monaghan, J. (2019) Themes within lecturers' views on the teaching of linear algebra. Int. J. Math. Educ. Sci. Technol.
• Sabra, H. (2016). L’étude des rapports entre documentations individuelle et collective: incidents, connaissances et ressources mathématiques. Recherches en Didactique des Mathématiques, 36(1), 49-95.
• Saban, A. ve Ersoy, A. (2016). Eğitimde nitel araştırma desenleri. Ankara: Anı Yayıncılık.
• Seggie, F. N., & Bayyurt, Y. (2015). Nitel araştırma. Anı Yayıncılık.
• Spence, L. E., Insel, A. J., & Friedberg, S. H. (2000). Elementary linear algebra. Prentice Hall.
• S. Vinner, Scenes from linear algebra classes, in Resources for Teaching Linear Algebra,D. Carlson, C.R. Johnson, D. Lay, A.D. Porter, A.E. Watkins, and W. Watkins, eds., Mathematical Association of America, Washington, 1997, pp. 155–171.