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Sosyal Bilgiler Öğretiminde Matematiksel Becerilerin Kullanımına İlişkin Öğretmen Görüşlerinin İncelenmesi: Fenomonolojik Araştırma

Yıl 2022, Cilt: 23 Sayı: Özel Sayı, 1 - 45, 26.03.2022

Öz

Bu araştırmada sosyal bilgiler öğretiminde matematiksel becerilerin kullanımına ilişkin öğretmen görüşlerinin incelenmesi amaçlanmıştır. Nitel araştırma desenlerinden fenomenoloji yönteminden yararlanılan araştırmada, çalışma grubunu ölçüt örnekleme yönetimiyle belirlenen 10 sınıf öğretmeni oluşturmaktadır. Veri toplama aracı olarak yarı yapılandırılmış görüşme formundan yararlanılmış, elde edilen veriler içerik analizi yöntemiyle analiz edilmiştir. Araştırma sonucunda sınıf öğretmenlerinin sosyal bilgiler dersinde matematiksel becerilerin kullanımına ilişkin; anlama süreçlerini ve düşünme becerilerini geliştirmeye katkı sağladığına, akademik başarıyı ve uygulama süreçlerinde niteliği artırdığına dair görüş bildirdikleri görülmektedir. Sosyal bilgiler dersinde matematiksel becerilerin kullanımında gerçekleştirdikleri uygulamalar incelendiğinde ders öncesi uygulamalar, ders sırasındaki uygulamalar, uygulamaların gerçekleştiği kavram, konu ve öğrenme alanları olmak üzere üç alt kategori tespit edilmiştir. Sosyal bilgiler dersinin öğretiminde yaşanılan matematik temelli sorunlar ise sırasıyla; öğretim programı-süreç-materyal açısından yaşanan sorunlar, öğretmen odaklı sorunlar ve öğrenci odaklı sorunlar olmak üzere kategorilendirilmiştir. Matematik temelli sorunların çözümüne yönelik bulgular incelendiğinde ise öğretmen ve öğretim programı-süreç-materyal kategorisi olmak üzere iki kategorinin oluşturulduğu görülmektedir.

Kaynakça

  • Abel, F. J., & Abel, J. P. (1996). Integrating mathematics and social studies: activities based on internet resources. Working paper presented at the annual meeting of the Montana Council of Teachers of Mathematics, Helena, MT.
  • Akins, A., & Akerson, V. L. (2002). Connecting science, social studies and language arts: An interdisciplinary appoach, Educational Action Research, 10(3), 479-498. https://doi.org/10.1080/09650790200200196
  • Aladağ, E., & Şahinkaya N. (2009). Sınıf öğretmenliği ve sosyal bilgiler öğretmenliği adaylarının matematik ve sosyal bilgiler derslerinin ilişkilendirilmesine yönelik görüşleri. 18. Eğitim Bilimleri Kurultayı, İzmir.
  • Andersone, R., & Helmane, I. (2013). Citizenship education in the mathematics curriculum. Rural Environment Education Personality (Reep), 6, 173-178.
  • Aybek, B. (2000). Evaluation of the relationship between 4 th grade social studies instruction and social and other sciences (Master's thesis). Çukurova University Institute of Social Sciences, Adana.
  • Aybek, B. (2001). İlköğretim 4 sınıf sosyal bilgiler dersi öğretiminin sosyal ve diğer bilimlerle ilişkisinin değerlendirilmesi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(7), 34-48.
  • Ball, D. L., Goffney, I. M., & Bass, H. (2005). The role of mathematics instruction in building a socially just and diverse democracy. The Mathematics Educator, 15(1), 2-6.
  • Bartell, T. G. (2013). Learning to teach mathematics for social justice: Negotiating social justice and mathematical goals. Journal for Research in Mathematics Education, 44(1), 129-163. https://doi.org/10.5951/jresematheduc.44.1.0129
  • Bekdemir, M., & Başıbüyük, A. (2011). The prediction of the levels of mathematics achievement and anxiety of the social sciences and primary education students to their geography achievement. Gazi University Journal of Gazi Education Faculty, 31(2), 459-477.
  • Brams, S. J. (2008). Mathematics and democracy: Designing better voting and fair-division procedures. Mathematical and Computer Modelling, 48(9-10), 1666-1670. https://doi.org/10.1016/j.mcm.2008.05.013
  • Charlesworth, R. (1988). Integrating math with science and social studies: A unit example. Day Care and Early Education, 15(4), 28-31. https://doi.org/10.1007/BF02361671
  • Coleman, B. K., & Mcmurtrıe, D. H. (2017). Investıgatıng presıdentıal data to connect math and socıal studıes. Hawaii Unıversıty Internatıonal Conferences Arts, Humanıtıes, Socıal Scıences & Educatıon, Honolulu, Hawai.
  • Creswell, J. W. (2014). Research design. Qualitative, quantitative and mixed methods approaches. Thousand Oaks: Sage.
  • Crowe, A. R. (2010). “What's math got to do with ıt?” Numeracy and social studies education. The Social Studies, 101(3), 105-110. https://doi.org/10.1080/00377990903493846
  • Çeken, R., & Ayas, C. (2010). Ratios and proportions in both elementary science & technology and social studies education curricula. Gaziantep University Journal of Social Sciences, 9(3), 669 -679.
  • Demir, K. (2008). Efficacy of applying integrated teaching program using cooperative and project-based learning approaches (Doctoral dissertation). Hacettepe University Institute of Social Sciences, Ankara.
  • Demir, F. B., & Haçat, S. O. (2018). Sosyal bilim disiplinlerine göre 2005 ve 2018 sosyal bilgiler dersi öğretim programındaki kazanımların değerlendirilmesi. Uluslararası Sosyal Bilgilerde Yeni Yaklaşımlar Dergisi (IJONASS), 2(2), 27-56.
  • Fawcett, H. P. (1947). Mathematics for responsible citizenship. The Mathematics Teacher, 40(5), 199-205. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. New York: McGraw-Hill.
  • Garii, B., & Rule, A. C. (2009). Integrating social justice with mathematics and science: An analysis of student teacher lessons. Teaching and teacher education, 25(3), 490-499. https://doi.org/10.1016/j.tate.2008.11.003
  • Göğebakan, Y. (2009). The effect of associating the subjects of visual arts social studies on the realization of educational gains about recognizining and protecting the cultural entities, and on students attitudes (Doctoral thesis). Gazi University Institute of Educational Sciences, Ankara.
  • Gross, F. E. (1993). The power of numbers. a teacher's guide to mathematics in a social studies context. An interdisciplinary curriculum. Educators for Social Responsibility, 23 Garden St., Cambridge.
  • Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Communication and Technolohy Journal, 29(2), 75-91.
  • Gürkan, B. (2015). The contextual learning based interdisciplinary teaching practises in developing conceptual understanding skills in fourth grade social science classes: a case study (Doctoral dissertion). Cukurova University Department of Educational Sciences, Adana.
  • Guerra, P. P., & An, S. (2016). Possibilities and challenges of teaching ıntegrated math and social studies for social justice: two teacher educators' collaborative self-study. Georgia Educational Researcher, 13(2), 1-32. https://doi.org/10.20429/ger.2016.130201
  • Gutstein, E., & Peterson, B. (Eds.). (2006). Rethinking mathematics: Teaching social justice by the numbers. Milwaukee, WI: Rethinking Schools, Ltd.
  • Gürbüz, N., & İnci Kuzu, Ç (2018). Mathematics-based difficulties experienced by social studies teacher candidate. International Journal of Education Science and Technology, 4(3), 141-154.
  • Hannula, M. S. (2004). Affect in mathematical thinking and learning. Master Thesis, University of Turku, Finland.
  • İlter, I. (2014). Integrating with social studies and mathematics through children’s literatüre. International Journal of Human Sciences, 11(2), 1117-1138. http://dx.doi.org/10.14687/ijhs.v11i2.2839
  • Keçe, M., & Merey, Z. (2011). Determınatıon of suıtabılıty of objectıves of elementary social studies to social science disciplines and to interdisciplinary mentality. Van Yuzuncu Yıl University Journal of Education, 8(1), 110-139.
  • Koç, H., & Çifçi, T. (2016). An İnvestigation into map literacy levels of elementary school teacher candidates based on various variables. Marmara Geographical Review, 34, 9-20.
  • Kinniburgh, L. H., & Byrd, K. (2008). Ten black dots and September 11: Integrating social studies and mathematics through children's literature. The Social Studies, 99(1), 33-36. https://doi.org/10.3200/TSSS.99.1.33-36
  • Maass, K., Doorman, M., Jonker, V., & Wijers, M. (2019). Promoting active citizenship in mathematics teaching. ZDM, 51(6), 991-1003. https://doi.org/10.1007/s11858-019-01048-6
  • Malvern, D. (2004). Mathematics, valuesand citizenship. In R. Bailey (Ed.), Teaching values and citizenship across the curriculum: educating children for the world (pp. 92-105). Routledge.
  • Mauch, J.W. (2005). Social mathematics in the curriculum of American civics: an analysis of selected national and state standards and of magruderís American government. Doctoral Dissertation, The Graduate School College of Education, The Pennsylvania State University.
  • McGee, E.O., & Hostetler, A.L. (2014). Historicizing mathematics and mathematizing social studies for social justice: A call for integration. Equity &Excellence in Education 47(29), 208.229. https://doi.org/10.1080/10665684.2014.900428
  • MEB (2018). Social studies curriculum. Retrieved from http://mufredat.meb.gov.tr/Dosyalar/201812103847686-SOSYAL%20B%C4%B0LG%C4%B0LER%20%C3%96%C4%9ERET%C4%B0M%20PROGRAMI%20.pdf
  • Miles, M. B., & Huberman, A.M. (1994). Qualitative data analysis: an expanded sourcebook. California: SAGE.
  • Özhamamcı, T. (2013). Teachers' opinions about interdisciplinary teaching applications in elementary and secondary school education programs (Master's Thesis). Department of Education Programs and Instruction, Gazi University, Ankara.
  • Pala, Ş. M., & Başıbüyük, A. (2019). The effect of mathematics skills on map, graphic and table reading skills in social studies courses. Uluslararası Sosyal Bilgilerde Yeni Yaklaşımlar Dergisi (Ijonass), 3(1), 41-56.
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri (M. Bütün ve S. B. Demir). Ankara: Pegem Akademi.
  • Peterson, B. (2006). Teaching math across the curriculum. In E. Gutstein & B. Peterson (Eds.), Rethinking mathematics: Teaching social justice by the numbers (pp. 9-15). Milwaukee, WI: Rethinking Schools.
  • Rose, T. D., & Schuncke, G. M. (1997). Problem solving: The link between social studies and mathematics. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 70(3), 137-140. https://doi.org/10.1080/00098655.1997.10543912
  • Sağdıç, M. (2019). Historical development of interdisciplinary teaching approaches in social studies education in Turkey. Journal of History Culture and Art Research, 8(2), 390-403. http://dx.doi.org/10.7596/taksad.v8i2.2121
  • Sert, C. (2019). A case study on the ınter-class assocıatıon in social studıes education, (Master's thesis). Department of Turkish and Social Studies Education Adnan Menderes University, Aydın.
  • Steen, L. A. (Ed.). (2001). Mathematics and democracy: The case for quantitative literacy. NCED. New York: Woodrow Wilson National Fellowship Foundation.
  • Tanase, M. & Lucey, T.A. (2015). Interdisciplinary connections: teaching mathematics for social justice and financial literacy. Journal of Mathematics & Culture, 9(1), 81-118.
  • Thompson, T. (2006). Teaching for social mathematics: exploring the collaborative roles of social studies and mathematics educators. Social Studies Research and Practice, 1(2), 268-283.
  • Turan, S. (2019). Examining the interdisciplinary structure of the 2018 social studies curriculum. Journal of Innovative Research in Social Studies. 2(2), 166-190.
  • Türk, İ. C., & İşleyen, T. (2004). Tarih dersi öğretiminde matematik dersinin yeri. Journal of Kazım Karabekir Education Faculty, 9, 445- 455.
  • Wade, R.C. (2001). Social action in the social studies: From the ideal to the real. Theory into Practice, 40(1), 23-28.
  • Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.
  • Yolcu Aslan, F. (2013). Effectiveness of the interdisciplinary approach on process of performance task and project implementation at primary level (Doctoral dissertion). Hacettepe University Institute of Social Sciences, Ankara.

An Examination of Teachers' Views on the Use of Mathematical Skills in Social Studies Teaching: Phenomenological Research

Yıl 2022, Cilt: 23 Sayı: Özel Sayı, 1 - 45, 26.03.2022

Öz

In this research, it was aimed to examine teachers' views on the use of mathematical skills in social studies teaching. In the research, which uses phenomenology method among qualitative research designs, the study group consists of 10 classroom teachers determined by the criterion sampling method. Semi-structured interview form was used as a data collection tool, and the data obtained were analyzed by content analysis method. As a result of the research, it is seen that teachers express their opinions that it contributes to the development of understanding processes and thinking skills, increases academic success and quality in application processes. When the activities they performed in the use of mathematical skills in social studies lesson were examined, three sub-categories were identified: pre-lesson activities, activities during the lesson, concept, subject and learning areas. Mathematics-based problems encountered in the teaching of social studies lessons are; the problems experienced in terms of curriculum-process-material are categorized as teacher-oriented problems and student-oriented problems. When the findings regarding the solution of mathematics-based problems are examined, it is seen that two categories are formed: teacher and curriculum-process-material categories.

Kaynakça

  • Abel, F. J., & Abel, J. P. (1996). Integrating mathematics and social studies: activities based on internet resources. Working paper presented at the annual meeting of the Montana Council of Teachers of Mathematics, Helena, MT.
  • Akins, A., & Akerson, V. L. (2002). Connecting science, social studies and language arts: An interdisciplinary appoach, Educational Action Research, 10(3), 479-498. https://doi.org/10.1080/09650790200200196
  • Aladağ, E., & Şahinkaya N. (2009). Sınıf öğretmenliği ve sosyal bilgiler öğretmenliği adaylarının matematik ve sosyal bilgiler derslerinin ilişkilendirilmesine yönelik görüşleri. 18. Eğitim Bilimleri Kurultayı, İzmir.
  • Andersone, R., & Helmane, I. (2013). Citizenship education in the mathematics curriculum. Rural Environment Education Personality (Reep), 6, 173-178.
  • Aybek, B. (2000). Evaluation of the relationship between 4 th grade social studies instruction and social and other sciences (Master's thesis). Çukurova University Institute of Social Sciences, Adana.
  • Aybek, B. (2001). İlköğretim 4 sınıf sosyal bilgiler dersi öğretiminin sosyal ve diğer bilimlerle ilişkisinin değerlendirilmesi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(7), 34-48.
  • Ball, D. L., Goffney, I. M., & Bass, H. (2005). The role of mathematics instruction in building a socially just and diverse democracy. The Mathematics Educator, 15(1), 2-6.
  • Bartell, T. G. (2013). Learning to teach mathematics for social justice: Negotiating social justice and mathematical goals. Journal for Research in Mathematics Education, 44(1), 129-163. https://doi.org/10.5951/jresematheduc.44.1.0129
  • Bekdemir, M., & Başıbüyük, A. (2011). The prediction of the levels of mathematics achievement and anxiety of the social sciences and primary education students to their geography achievement. Gazi University Journal of Gazi Education Faculty, 31(2), 459-477.
  • Brams, S. J. (2008). Mathematics and democracy: Designing better voting and fair-division procedures. Mathematical and Computer Modelling, 48(9-10), 1666-1670. https://doi.org/10.1016/j.mcm.2008.05.013
  • Charlesworth, R. (1988). Integrating math with science and social studies: A unit example. Day Care and Early Education, 15(4), 28-31. https://doi.org/10.1007/BF02361671
  • Coleman, B. K., & Mcmurtrıe, D. H. (2017). Investıgatıng presıdentıal data to connect math and socıal studıes. Hawaii Unıversıty Internatıonal Conferences Arts, Humanıtıes, Socıal Scıences & Educatıon, Honolulu, Hawai.
  • Creswell, J. W. (2014). Research design. Qualitative, quantitative and mixed methods approaches. Thousand Oaks: Sage.
  • Crowe, A. R. (2010). “What's math got to do with ıt?” Numeracy and social studies education. The Social Studies, 101(3), 105-110. https://doi.org/10.1080/00377990903493846
  • Çeken, R., & Ayas, C. (2010). Ratios and proportions in both elementary science & technology and social studies education curricula. Gaziantep University Journal of Social Sciences, 9(3), 669 -679.
  • Demir, K. (2008). Efficacy of applying integrated teaching program using cooperative and project-based learning approaches (Doctoral dissertation). Hacettepe University Institute of Social Sciences, Ankara.
  • Demir, F. B., & Haçat, S. O. (2018). Sosyal bilim disiplinlerine göre 2005 ve 2018 sosyal bilgiler dersi öğretim programındaki kazanımların değerlendirilmesi. Uluslararası Sosyal Bilgilerde Yeni Yaklaşımlar Dergisi (IJONASS), 2(2), 27-56.
  • Fawcett, H. P. (1947). Mathematics for responsible citizenship. The Mathematics Teacher, 40(5), 199-205. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. New York: McGraw-Hill.
  • Garii, B., & Rule, A. C. (2009). Integrating social justice with mathematics and science: An analysis of student teacher lessons. Teaching and teacher education, 25(3), 490-499. https://doi.org/10.1016/j.tate.2008.11.003
  • Göğebakan, Y. (2009). The effect of associating the subjects of visual arts social studies on the realization of educational gains about recognizining and protecting the cultural entities, and on students attitudes (Doctoral thesis). Gazi University Institute of Educational Sciences, Ankara.
  • Gross, F. E. (1993). The power of numbers. a teacher's guide to mathematics in a social studies context. An interdisciplinary curriculum. Educators for Social Responsibility, 23 Garden St., Cambridge.
  • Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Communication and Technolohy Journal, 29(2), 75-91.
  • Gürkan, B. (2015). The contextual learning based interdisciplinary teaching practises in developing conceptual understanding skills in fourth grade social science classes: a case study (Doctoral dissertion). Cukurova University Department of Educational Sciences, Adana.
  • Guerra, P. P., & An, S. (2016). Possibilities and challenges of teaching ıntegrated math and social studies for social justice: two teacher educators' collaborative self-study. Georgia Educational Researcher, 13(2), 1-32. https://doi.org/10.20429/ger.2016.130201
  • Gutstein, E., & Peterson, B. (Eds.). (2006). Rethinking mathematics: Teaching social justice by the numbers. Milwaukee, WI: Rethinking Schools, Ltd.
  • Gürbüz, N., & İnci Kuzu, Ç (2018). Mathematics-based difficulties experienced by social studies teacher candidate. International Journal of Education Science and Technology, 4(3), 141-154.
  • Hannula, M. S. (2004). Affect in mathematical thinking and learning. Master Thesis, University of Turku, Finland.
  • İlter, I. (2014). Integrating with social studies and mathematics through children’s literatüre. International Journal of Human Sciences, 11(2), 1117-1138. http://dx.doi.org/10.14687/ijhs.v11i2.2839
  • Keçe, M., & Merey, Z. (2011). Determınatıon of suıtabılıty of objectıves of elementary social studies to social science disciplines and to interdisciplinary mentality. Van Yuzuncu Yıl University Journal of Education, 8(1), 110-139.
  • Koç, H., & Çifçi, T. (2016). An İnvestigation into map literacy levels of elementary school teacher candidates based on various variables. Marmara Geographical Review, 34, 9-20.
  • Kinniburgh, L. H., & Byrd, K. (2008). Ten black dots and September 11: Integrating social studies and mathematics through children's literature. The Social Studies, 99(1), 33-36. https://doi.org/10.3200/TSSS.99.1.33-36
  • Maass, K., Doorman, M., Jonker, V., & Wijers, M. (2019). Promoting active citizenship in mathematics teaching. ZDM, 51(6), 991-1003. https://doi.org/10.1007/s11858-019-01048-6
  • Malvern, D. (2004). Mathematics, valuesand citizenship. In R. Bailey (Ed.), Teaching values and citizenship across the curriculum: educating children for the world (pp. 92-105). Routledge.
  • Mauch, J.W. (2005). Social mathematics in the curriculum of American civics: an analysis of selected national and state standards and of magruderís American government. Doctoral Dissertation, The Graduate School College of Education, The Pennsylvania State University.
  • McGee, E.O., & Hostetler, A.L. (2014). Historicizing mathematics and mathematizing social studies for social justice: A call for integration. Equity &Excellence in Education 47(29), 208.229. https://doi.org/10.1080/10665684.2014.900428
  • MEB (2018). Social studies curriculum. Retrieved from http://mufredat.meb.gov.tr/Dosyalar/201812103847686-SOSYAL%20B%C4%B0LG%C4%B0LER%20%C3%96%C4%9ERET%C4%B0M%20PROGRAMI%20.pdf
  • Miles, M. B., & Huberman, A.M. (1994). Qualitative data analysis: an expanded sourcebook. California: SAGE.
  • Özhamamcı, T. (2013). Teachers' opinions about interdisciplinary teaching applications in elementary and secondary school education programs (Master's Thesis). Department of Education Programs and Instruction, Gazi University, Ankara.
  • Pala, Ş. M., & Başıbüyük, A. (2019). The effect of mathematics skills on map, graphic and table reading skills in social studies courses. Uluslararası Sosyal Bilgilerde Yeni Yaklaşımlar Dergisi (Ijonass), 3(1), 41-56.
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri (M. Bütün ve S. B. Demir). Ankara: Pegem Akademi.
  • Peterson, B. (2006). Teaching math across the curriculum. In E. Gutstein & B. Peterson (Eds.), Rethinking mathematics: Teaching social justice by the numbers (pp. 9-15). Milwaukee, WI: Rethinking Schools.
  • Rose, T. D., & Schuncke, G. M. (1997). Problem solving: The link between social studies and mathematics. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 70(3), 137-140. https://doi.org/10.1080/00098655.1997.10543912
  • Sağdıç, M. (2019). Historical development of interdisciplinary teaching approaches in social studies education in Turkey. Journal of History Culture and Art Research, 8(2), 390-403. http://dx.doi.org/10.7596/taksad.v8i2.2121
  • Sert, C. (2019). A case study on the ınter-class assocıatıon in social studıes education, (Master's thesis). Department of Turkish and Social Studies Education Adnan Menderes University, Aydın.
  • Steen, L. A. (Ed.). (2001). Mathematics and democracy: The case for quantitative literacy. NCED. New York: Woodrow Wilson National Fellowship Foundation.
  • Tanase, M. & Lucey, T.A. (2015). Interdisciplinary connections: teaching mathematics for social justice and financial literacy. Journal of Mathematics & Culture, 9(1), 81-118.
  • Thompson, T. (2006). Teaching for social mathematics: exploring the collaborative roles of social studies and mathematics educators. Social Studies Research and Practice, 1(2), 268-283.
  • Turan, S. (2019). Examining the interdisciplinary structure of the 2018 social studies curriculum. Journal of Innovative Research in Social Studies. 2(2), 166-190.
  • Türk, İ. C., & İşleyen, T. (2004). Tarih dersi öğretiminde matematik dersinin yeri. Journal of Kazım Karabekir Education Faculty, 9, 445- 455.
  • Wade, R.C. (2001). Social action in the social studies: From the ideal to the real. Theory into Practice, 40(1), 23-28.
  • Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.
  • Yolcu Aslan, F. (2013). Effectiveness of the interdisciplinary approach on process of performance task and project implementation at primary level (Doctoral dissertion). Hacettepe University Institute of Social Sciences, Ankara.
Toplam 52 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Burcu Sel 0000-0002-7663-0434

Yayımlanma Tarihi 26 Mart 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 23 Sayı: Özel Sayı

Kaynak Göster

APA Sel, B. (2022). Sosyal Bilgiler Öğretiminde Matematiksel Becerilerin Kullanımına İlişkin Öğretmen Görüşlerinin İncelenmesi: Fenomonolojik Araştırma. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 23(Özel Sayı), 1-45. https://doi.org/10.29299/kefad.986866

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