Student and Teacher Roles in the Process of Mathematical Task Implementation

Öz

This study aims to examine the roles that teachers adopt and roles that they determine for their students in task implementation as well as the effects of those roles on the implementation process. In this respect, of the qualitative approaches, multiple case study method was employed. The data for this study was composed of video-records and wirtten plans of one mathematics and one classroom teacher’s task implementations as part of their regular teaching activities. The data was examined to designate the roles asisgned to students and adopted by the teachers. The results indicate certain dynamics that shape the teacher and student roles. Among them were teacher orientations, the nature of the task, the use of teaching materials and time allocated to implementation. The paper discusses the effect of these dynamics as well as the interaction between the teacher and student roles with regard to the implementation process.

Anahtar Kelimeler

• Mathematics teaching,Task Design,Teacher and Student Roles

Matematiksel Etkinliklerin Uygulanması Sırasında Ortaya Çıkan Öğretmen ve Öğrenci Rolleri

Öz

Bu çalışmada öğretmenlerin etkinlik uygulama sırasında üstlendikleri ve öğrencileri için belirledikleri roller ile bu rollerin etkinlik uygulamasına olan etkilerinin incelenmesi amaçlanmıştır. Bu çalışmada nitel araştırma yöntemlerinden çoklu durum çalışması kullanılmıştır. Bu bağlamda bir matematik ve bir sınıf öğretmeninin uyguladıkları etkinliklerin video kayıtları ve planlarının yazılı dokümanları incelenmiştir. İncelemede öğretmen ve öğrencilerin ortaya çıkan rolleri belirlenmiştir. Yapılan analizler sonucunda etkinlik uygulama sürecinde öğretmen ve öğrenci rollerinin şekillendiren bir takım dinamikler belirlenmiştir. Bunlar arasında, öğretmen oryantasyonu, etkinlik için seçilen görevin özelliği, materyal kullanımı, uygulama için ayrılan süre ve bu sürenin kullanım şekli konuları öne çıkmıştır. Bu dinamikler ile birlikte ortaya çıkan roller arasındaki etkileşimin de uygulamaya olan etkisi tartışılmıştır.

Anahtar Kelimeler

• Matematik öğretimi,Etkinlik tasarımı,Öğretmen ve öğrenci rolleri

Kaynakça

1. Ainley, J., Pratt, D., & Hansen, A. (2006). Connecting engagement and focus in pedegogic task design. British Educational Research Journal, 32(1), 23-38.
2. Anhalt, C. O., Ward, R. A., & Vinson, K.D. (2006). Teacher candidates's growth in designing mathematical tasks as exhibited in their lesson planning. The Teacher Educator, 41(3), 172-186.
3. Bingölbali, E., Özmantar, M.F., Sağlam, Y., Demir, S. & Bozkurt, A. (2012). İlköğretim öğretmenlerinin fen matematik alanlarında mesleki gelişim modeli ve bu modelin yaygınlaştırılması. Proje final raporu, TÜBİTAK, SOBAG, (proje no: 108K330).
4. Baturo, A., Cooper, T., Doyle, K., & Grant, E. (2007). Using three levels in design of teacher-education task: The case of promoting conflicts with intiutive understanding in probability. Journal of Mathematics Teacher Education, 10, 251-259.
5. Chassapis, D. (1999). The mediation of tools in the development of formal mathematical concepts: the compass and the circle as an example, Educational Studies in Mathematics, 37(3), 275-293.
6. Creswell, J.W. (1998). Qualitative Inquiry and Research Design: Choosing Among Five Traditions. Sage: London.
7. Doerr, H. M. (2006). Examining the tasks of teaching when using students' mathematical thinking. Educational Studies in Mathematics, 62, 3-24.
8. Doyle, W. (1992). Curriculum and pedagogy. In P.Jackson (Ed.), Handbook of Research on Curriculum (pp.486-516). New York: Macmillan.

9. Henningsen, M., & Stein, M. K. (1997). Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for Research in Mathematics Education, 28(5), 524-549.
10. Kilpatrick, J., Swafford, J., & Findell, B. (2001).Adding it Up:Helping Children Learn Mathematics. Washington,DC: National Academy Press.
11. Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı (MEB-TTKB) (2005). İlköğretim matematik program. Ankara: MEB.
12. Mercer, N., & Dawes, L. (2014). The study of talk between teachers and students, from the 1970s until the 2010s. Oxford Review of Education, 40(4), 430-445.
13. Moschkovich, J. N. (2007). Examining mathematical discourse practices. For the Learning of Mathematics, 27(1), 24–30.
14. Özmantar, M. F. ve Bingölbali, E. (2009) Etkinlik Tasarımı ve Temel Tasarım Prensipleri (s. 313-348).
15. Bingölbali, E. ve Özmantar, M. F. (Ed.) İlköğretimde Karşılaşılan Matematiksel Zorluklar Ve Çözüm Önerileri, Pegem Akademi, Ankara.
16. Özmantar, M. F., Bozkurt, A, Demir, S., Bingölbali, E. ve Açıl E. (2010). Sınıf Öğretmenlerinin Etkinlik Kavramına İlişkin Algıları. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 30, 379-398.
17. Plowman, L. (1999). Using Video for Observing Interaction in the Classroom, The Scottish Council for Research in Education, http://www.scre.ac.uk, (2005.10.12).
18. Robson, C. (2009). Real world research: a resource for social scientists and practitioner-researchers. Malden, MA: Blackwell.
19. Rollard, R. G. (2012). Synthesizing the evidence on classroom goal structures in middle and secondary schools: A meta analysis and narrative review. Review of Educational Research, 82(4), 396–435.
20. Shcwarz, B.B., ve Linchevski, L. (2007). The role of task design and argumentation in cognitive development during peer interaction: The case of proportional reasoning. Learning and Instruction, 17, 510-531.
21. Smith, M. S., & Stein, M. K. (2011). Five Practices for Orchestrating Productive Mathematical Discussions. Reston VA: National Council of Teacher of Mathematics.
22. Stein, M. K., Grover, B. W., & Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reformclassroooms. American Educational Research Journal, 33(2),455-488.
23. Stylianides, A. J., & Stylianides, G. J. (2008). Studying the classroom implementation of tasks: High-level mathematical tasks embedded in ‘real-life’ contexts. Teaching and Teacher Education, 24, 859-875.
24. Swan, M. (2007). The impact of the task-based professional development on teachers' practices and beliefs: A design research study. Journal of Mathematics Teacher Education, 10, 217-237.
25. Swan, M. (2008). Designing multiple representation learning experience in secondary algebra. Journal of International Society for Design and Development in Education, 1(1), 3.
26. Watson, A., & Mason, J. (2007). Taken-as-shared: A rewiev of the common assumptions about mathematical tasks in teacher education. Journal of Mathematics Teacher Education, 10, 205-215.
27. Yin, R. K. (1998). The abridged version of case study research: design and method. In L. Bickman and D. J. Rogg (eds.), Handbook of Applied Social Research, (pp.229-259). Sage, London.