Ortaokul Matematik Öğretmeni Adaylarının Derslerindeki Argümantasyon Sürecine İlişkin Fark Etme Becerilerinin İncelenmesi

Yıl 2023, , 220 - 244, 20.12.2023

Berna Tataroğlu Taşdan , Melike Yiğit Koyunkaya , Ayşe Tekin Dede

https://doi.org/10.52826/mcbuefd.1373777

Öz

Bu çalışmanın temel amacı ortaokul matematik öğretmeni adaylarının matematik derslerinde argümantasyon sürecini destekleyecek soru ve eylemleri nasıl fark ettiklerini incelemektir. Durum çalışması ile desenlenen bu araştırmanın katılımcıları, araştırmaya gönüllü olarak katılan dört ortaokul matematik öğretmeni adayıdır. Çalışmanın verilerini her bir öğretmen adayının gerçek sınıf ortamında gerçekleştirdiği derslerin video kayıtları ve öğretmen adayları ile derslerine ilişkin yapılan bireysel görüşmelerin video kayıtları oluşturmaktadır. Öğretmen adaylarının ders anlatımları argümantasyon sürecini destekleyici soru ve eylemler açısından, görüşmeler ise ders anlatımlarında argümantasyon sürecine ilişkin fark ettikleri durumlar açısından analiz edilmiştir. Analiz sonuçları öğretmen adaylarının derslerinde oluşturabildikleri argümantasyon süreçleri kadar oluşturma olasılıkları olan argümantasyon süreçlerinin de farkında olduğunu göstermiştir. Fark etme bileşenleri bağlamında öğretmen adayları derslerinde en fazla dikkat etme bileşenine ilişkin görüş belirtmişlerdir. Ulaşılan sonuçlar ayrıca öğretmen adaylarının dikkat ettikleri durumlar kapsamlı olmasına rağmen bu durumları yeterince yorumlayamadıklarını ve karşılık veremediklerini göstermektedir.

Anahtar Kelimeler

Fark etme, Argümantasyon, Ortaokul matematik öğretmeni adayı

Destekleyen Kurum

DOKUZ EYLÜL ÜNİVERSİTESİ BİLİMSEL ARAŞTIRMA PROJELERİ KOORDİNASYON BİRİMİ

Proje Numarası

2021.KB.EGT.002

Teşekkür

Bu makale Dokuz Eylül Üniversitesi Bilimsel Araştırma Projeleri Koordinasyon Birimi tarafından desteklenen 2021.KB.EGT.002 numaralı projeden oluşturulmuştur.

Examination of Pre-Service Middle School Mathematics Teachers' Noticing Skills Regarding the Argumentation Process in their Lessons

Öz

The aim of this study is to examine how pre-service middle school mathematics teachers noticed the questions and actions that supported the argumentation process in their teaching. The participants of this research, which was designed as a case study, were four volunteer pre-service middle school mathematics teachers. The data of the study consisted of video recordings of each pre-service teacher’s teaching in the classroom and video recordings of individual interviews conducted with each pre-service teacher about their teaching. The pre-service teachers’ teaching was analyzed in terms of questions and actions that supported the argumentation process, and the interviews were analyzed in terms of the situations they noticed about the argumentation process in their teaching. The results showed that the pre-service teachers were aware of the argumentation process that they were able to create in their teaching as well as the argumentation process that they had a potential to construct. In the context of noticing, the pre-service teachers’ noticing about their teaching were mostly in the component of attention. The results show that although the situations that pre-service teachers paid attention were comprehensive, they could not interpret and respond enough to these situations.

Anahtar Kelimeler

Noticing, Argumentation, Pre-service middle school mathematics teacher

Proje Numarası

2021.KB.EGT.002

Kaynakça

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