CORE QUESTION EFFECTS TO IMPROVE QUALITY IN MATHEMATICS TEACHING

Yıl 2018, Sayı: 47, 179 - 201, 15.07.2018

Mustafa Çağrı Gürbüz Murat Altun Murat Ağsu

https://doi.org/10.21764/maeuefd.322021

Öz

How to improve
your qualification in mathematics teaching is still being discussed. During the
teaching process, students are shown to be willing to participate effectively
in the learning environment in a way that they find the content of their
learning to be enjoyable and remarkable. The aim of this study is to examine
the contribution of the core question to the realization of the objectives of
mathematics teaching, which is based on the impressive aspects of learning
theories and models for enhancing quality in mathematics teaching. The specific
case study that will lead to the identification of the methods to be used for
this purpose and to the interpretation of the findings has been determined as a
research study. This study was conducted with 24 students in the 9th grade of a
high school in Bursa. Qualitative data collection tools were used in the study.
Activities were prepared and activities were recorded and analyzed. Core
question, unlike other teaching designs that It is determined that the flow of
instruction is natural and that teaching is integrated with the skill. In this
study, it was determined that the problem of bearing was the aim of teaching
mathematics and thus, increased the quality of teaching mathematics. The
results of the study are expected to contribute positively to teaching
practices.

Anahtar Kelimeler

Active learning, constructivism, core question

MATEMATİK ÖĞRETİMİNDE NİTELİĞİ ARTTIRMADA TAŞIYICI SORU ÖRNEĞİ

Öz

Matematik
öğretiminde niteliğin nasıl artırılacağı hala tartışılmaktadır. Öğretim
sürecinde öğrenciler, öğrenecekleri konuların içeriğini keyifli ve dikkat
çekici buldukları ölçüde öğrenme ortamına etkin olarak katılım isteği
gösterirler. Bu çalışmanın amacı, matematik öğretiminde niteliği artırmaya
yönelik öğrenme kuram ve
modellerinin etkileyici yönlerini temele alan taşıyıcı
sorunun  matematik öğretiminin amaçlarının
gerçekleştirilmesine katkısının incelenmesidir. Bu
amaca ulaşabilmek için kullanılacak metotların belirlenmesinde ve bulguların
yorumlanmasında yol gösterecek özel durum çalışması, araştırmanın deseni olarak
belirlenmiştir. Bu durum çalışması
bir lisenin 9. sınıfında öğrenim gören 24 öğrenci ile yapılmıştır. Araştırmada
nitel veri toplama araçları kullanılmıştır. Öğretimde etkinlikler hazırlanmış
ve etkinlik uygulamaları videoya kaydedilmiş ve analizleri yapılmıştır. Taşıyıcı soru, diğer öğretim tasarımlarından farklı
olarak, öğretim akışının doğal olması ve öğretimin beceri ile bütünleştirilmesine
yer vermesi olarak belirlenmiştir. Bu çalışmada taşıyıcı sorunun matematik
öğretim amaçlarını destekleği ve matematik öğretiminde niteliği arttırdığı
belirlenmiştir. Çalışmanın sonuçlarının öğretim uygulamalarına olumlu yönde
katkı yapacağı beklenmektedir.

Anahtar Kelimeler

Aktif öğrenme, gerçekçi matematik öğretimi, taşıyıcı soru

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