İlköğretim matematik öğretmen adaylarının desmos deneyimleri: teknoloji okuryazarlığı ve pedagojik yansımalar

Öz

Bu çalışma, ilköğretim matematik öğretmen adaylarının Desmos deneyimlerini ve bunun 21. yüzyıl teknoloji okuryazarlıklarına yansımalarını incelemeyi amaçlamaktadır. Çalışma, Süleyman Demirel Üniversitesi’nden 12 öğretmen adayıyla yürütülmüş ve katılımcılara ADDIE modeline dayalı 6 haftalık Desmos eğitimi verilmiştir. Açıklayıcı sıralı karma desenle kurgulanan araştırmada veriler, “21. Yüzyıl Teknoloji Okuryazarlık Becerileri Ölçeği”, Kelime İlişkilendirme Testi (KİT) ve yarı yapılandırılmış görüşmelerle toplanmıştır. Nicel verilerin analizi Jamovi (2.6.44 solid) istatistiksel yazılımı ile gerçekleştirilirken, KİT verileri araştırmacılar tarafından, görüşme verileri ise MAXQDA 24 yazılımı desteğiyle analiz edilmiştir. Eğitim sonunda adayların teknoloji okuryazarlık puanlarında istatistiksel olarak anlamlı bir fark bulunmamıştır (p > ,05). Buna karşın nitel bulgular, teknolojik özgüven, pedagojik farkındalık ve materyal tasarımına yönelik algılarda olumlu bir değişim başladığını göstermiştir. Katılımcılar Desmos’u kavramsal somutlaştırma ve anlık öğrenci takibinde etkili bularak gelecekte kullanma niyetlerini belirtmişlerdir. Sonuç olarak, kısa süreli uygulamanın nicel puanlara yansıması sınırlı kalsa da adayların mesleki bakış açılarında önemli bir pedagojik dönüşümü tetiklediği ve teknoloji entegrasyonuna yönelik farkındalıklarını artırdığı görülmüştür.

Anahtar Kelimeler

• Desmos
• Teknoloji okuryazarlığı
• Matematik eğitimi
• İlköğretim matematik öğretmen adayları
• Etkileşimli matematik öğretimi

Etik Beyan

Çalışma, Süleyman Demirel Üniversitesi Sosyal ve Beşeri Bilimler Etik Kurulu’ndan 08/05/2025 tarih ve E.1004649 sayılı etik kurul izni alınarak gerçekleştirilmiştir.

Elementary mathematics teacher candidates’ desmos experiences: technology literacy and pedagogical reflections

Öz

This study aims to examine the Desmos experiences of elementary mathematics teacher candidates and the reflections of this experience on their 21st-century technology literacy skills. The study was conducted with 12 teacher candidates from Süleyman Demirel University, and the participants received a 6-week Desmos training based on the ADDIE model. In the research, which was designed with an explanatory sequential mixed-methods design, data were collected using the “21st Century Technology Literacy Skills Scale”, “Word Association Test (WAT)”, and “semi-structured interviews”. Quantitative data were analyzed using the Jamovi (2.6.44 solid) statistical software, while WAT data were analyzed by the researchers, and interview data were analyzed with the support of MAXQDA 24 software. At the end of the training, no statistically significant difference was found in the candidates’ technology literacy scores (p > ,05). However, qualitative findings indicated that a positive shift began in perceptions regarding technological self-confidence, pedagogical awareness, and interactive material design. Participants evaluated Desmos as effective for conceptual concretization and real-time student monitoring, and stated their intentions to use it in the future. In conclusion, although the reflection of the short-term implementation on quantitative scores remained limited, it was observed that it triggered a significant pedagogical transformation in the candidates’ professional perspectives and increased their awareness regarding technology integration.

Anahtar Kelimeler

• Desmos
• Technology literacy
• Mathematics education
• Elementary mathematics teacher candidates
• İnteractive mathematics teaching

Etik Beyan

This study was conducted after obtaining ethical approval from the Ethics Committee for Social and Human Sciences at Süleyman Demirel University, dated May 8, 2025, and numbered E.1004649.

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