Investigation of Prospective Primary School Teachers’ Knowledge of The Meaning of Division

Yıl 2020, , 931 - 946, 20.03.2020

Reyhan Tekin Sitrava Zeynep Özel Ahmet Işık

https://doi.org/10.24106/kefdergi.697844

Öz

The aim of this study is to examine knowledge of the prospective primary school teachers about the meaning of division and modeling of division depending on this meaning. For this purpose, a case study method which is one of the qualitative research methods was used and the study was conducted with 25 prospective classroom teachers determined by purposive sampling method. The data of the study was collected in two stages by means of “The Meaning of Division Operation” questionnaire consisting of two open-ended questions and semi-structured interviews. According to findings, it is seen that more than half of the prospective primary school teachers did not have sufficient knowledge about the learning outcome, “s/he uses the meaning of grouping and partition meaning at division operation” presented at 2nd grade level. Approximately one-third of prospective teachers knew both meanings of division operation and they can distinguish between the meaning of division operation. On the other hand, it shows that about half of the prospective primary school teachers had modeling knowledge, approximately one third of them had insufficient modeling knowledge and the rest of them did not have modeling knowledge. Since the prospective teachers had insufficient knowledge of division, it has great importance to increase their knowledge in the courses at Primary School Education Program. It might be provided to prospective teachers to get experience in teaching division operation and to get feedback from their mentor teachers at Methods of Teaching Mathematics I-II course.

Anahtar Kelimeler

content knowledge, the meaning of division operation, modeling of division operation, prospective primary school teachers

Sınıf Öğretmeni Adaylarının Bölme İşleminin Anlamına Dair Alan Bilgilerinin İncelenmesi

Öz

Bu çalışmanın amacı sınıf öğretmeni adaylarının bölme işleminin anlamına ve bu anlama bağlı olarak bölme işleminin modellenmesine ilişkin bilgilerinin incelenmesidir. Bu amaç doğrultusunda, nitel araştırma yöntemlerinden durum çalışması yöntemi kullanılmış ve amaçlı örneklem yöntemi ile belirlenen 25 sınıf öğretmeni adayı ile çalışma yürütülmüştür. Çalışmanın verileri açık uçlu 2 problemden oluşan “Bölme İşleminin Anlamı” soru seti ile yarı-yapılandırılmış görüşmeler vasıtasıyla iki aşamada toplanmıştır. Elde edilen bulgular doğrultusunda, sınıf öğretmeni adaylarının yarısından fazlasının ilkokul 2. sınıf düzeyinde yer alan “Bölme işleminde gruplama ve paylaştırma anlamlarını kullanır” kazanımına ilişkin yeterli bilgiye sahip olmadığı görülmüştür. Öğretmen adaylarının yaklaşık üçte biri bölme işleminin farklı anlamlarını bilmekte ve verilen problemin bölme işleminin hangi anlamını içerdiğini ayırt edebilmektedir. Diğer taraftan, çalışmaya katılan sınıf öğretmeni adaylarının yaklaşık yarısının bölme işleminin modellenmesine yönelik yeterli bilgiye sahip olduğunu, yaklaşık üçte birinin bölme işleminin modellenmesine yönelik bilgilerinin yetersiz olduğunu ve kalanının da bölme işleminin modellenmesine yönelik yeterli bilgiye sahip olmadığını göstermektedir. Sınıf öğretmeni adaylarının bölme işlemine yönelik alan bilgileri eksik olduğu için, sınıf öğretmenliği programında yer alan derslerde alan bilgilerinin artırılması büyük önem taşımaktadır. Öğretmenlik Uygulaması I-II derslerinde bu konuları anlatma deneyimi yaşamaları ve rehber öğretmenlerinden bu konularda geri bildirim alarak öğretmen adaylarının alan bilgilerinin güçlendirilmesi sağlanabilir.

Anahtar Kelimeler

alan bilgisi, bölme işleminin anlamı, bölme işleminin modellenmesi, sınıf öğretmeni adayları

Kaynakça

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