Matematik Öğretmen Adaylarının Öğrenci Hatalarına Yönelik Pedagojik Yaklaşımları

Yıl 2016, Cilt: 15 Sayı: 4, 0 - 0, 01.10.2016

Makbule Gözde Didiş Ayhan Kürşat Erbaş Bülent Çetinkaya

https://doi.org/10.17051/io.2016.75429

Cited By: 2

Öz

Bu çalışmanın amacı, modelleme etkinlikleri bağlamında öğrenci çalışmalarını inceleyen ve öğrencilerin düşünme biçimlerindeki hatalarını tespit eden lise matematik öğretmen adaylarının, öğrencilerin bu hatalarına yönelik ne tür pedagojik yaklaşımlar sergilediklerini araştırmaktır. Çalışmanın verileri araştırmaya katılan 7 matematik öğretmen adayıyla gerçekleştirilen bire-bir görüşmelerle toplanmıştır. Çalışmanın bulguları öğretmen adaylarının öğrencilerin hatalarına yönelik müdahalelerinin beş yaklaşım altında toplanabileceğini göstermiştir: soru sorma (sorgulatma), doğruyu açıklama, doğru yolu hissettirme, hatayı söyleme/gösterme ve müdahale etmeme. Çalışmanın bulguları öğretmen adaylarının öğrenci hatalarına yaklaşımlarına yönelik pedagojik yeterliliklerinin zayıflığına da işaret etmektedir. Bu çerçevede, matematik öğretmen eğitimcilerine matematik eğitimi derslerinde öğretmen adaylarının öğrenci düşünme şekillerini incelemesi ve cevap vermesine yönelik çalışmalara yer vermesi önerilmektedir.

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