Examining the Views of Class Teachers on Mathematics Teaching: A Phenomenological Study

Abstract

Examining the Views of Class Teachers on Mathematics Teaching: A Phenomenological Study

Öz

As the ability to gain behaviors related to mathematics forms the basis for applying mathematics, the role of mathematics is gradually increasing. It is known that gaining these behaviors continues from pre-school education to all levels of higher education, thus the increase in the importance of mathematics increases the importance of mathematics teaching. With the foundation of the mathematics laid in elementary school, there are tasks for class teachers to make students truly love mathematics and help them understand it. For this reason, in this study, it is aimed to determine classroom teachers' views on teaching mathematics. This study, in which phenomenological pattern is used, has been realized with the participation of class teachers working in the schools affiliated to Erzurum province center. The data of the study which was carried out with a total of five teachers were collected with semi-structured interviews and analyzed descriptively. Each of the interviewed teachers stated that they felt math anxiety at some stage of their education life and that it was teacher-based. In addition, classroom teachers, who have emphasized that primary school students should learn in a concrete way and mostly by doing and experiencing, have mentioned that these possibilities are inadequate in village schools. They also pointed out that the family support is lacking and that the curriculum is noteworthy for students and families living in the city center, but that this is rarely achieved in village schools. The class teachers, who indicated that the mathematics courses they had attended during their undergraduate education were appropriate in theory but insufficient for implementation, have suggested that mathematics instruction courses should be more productive.

Anahtar Kelimeler

• Classroom teachers,teaching mathematics,phenomenology.

Kaynakça

1. Aksu, M. (1985). Ortaöğretim kurumlarında matematik öğretimi ve sorunları. Ankara: T.E.D.Yay. Öğretim Dizisi No:3,Yorum-Basın Ltd. Şti.Akyüz, G., Pala, N. M. (2010). PISA 2003 sonuçlarına göre öğrenci ve sınıf özelliklerinin matematik okuryazarlığına ve problem çözme becerilerine etkisi. Elementary Education Online, 9(2), 668–678.Bloom, B. S. (1979). İnsan nitelikleri ve okulda öğrenme. Çev. D. A. Özçelik. Ankara: MEB Yayınevi.Dursun, Ş. ve Dede, Y. (2004). Öğrencilerin matematikte başarısını etkileyen faktörler: matematik öğretmenlerinin görüşleri bakımından. Gazi Üniversitesi Fakültesi Dergisi, 24 (2).Ernest, P. (2013). The philosophy of mathmematics education. typeset in 11/12 Bembo by Cnapterhouse, The Cloisters, Formby.Franke, L. ve Kazemi, E. (2001). Learning to teach mathematics: focus on student thinking. theory into practice. spring, 40 (2), 102-109.Güveli, E., İpek, A.S., Atasoy, E., Güveli, H. (2011). Sınıf öğretmeni adaylarının matematik kavramına yönelik metafor algıları. Turkish Journal of Computer and Mathematics Education 2(2) (2011), 140-159.Hare, M. (1999). Revealing what urban early childhood teachers think about mathematics and how they teach ıt:ımplications for practice. university of north texas, December, s.11Hoşşirin Elmas, S. (2010). Sınıf öğretmeni adaylarının matematik öğretmeye yönelik kaygı düzeyleri ve bu kaygıya neden olan faktörler. (Yayımlanmamış yüksek lisans tezi). Afyon Kocatepe Üniversitesi, Afyonkarahisar.Milli Eğitim Bakanlığı [MEB], (2018). İlkokul ve ortaokul matematik dersi öğretim programı, Ankara: MEB Basımevi.Peker, M. (2006). Matematik öğretimine yönelik kaygı ölçeğinin geliştirilmesi. Eğitim Bilimleri ve Uygulama Dergisi, 5(9), 73-92.Peker, M., Mirasyedioğlu, Ş., ve Yalın, H.İ. (2003). Öğrenme stillerine dayalı matematik öğretimi. Türk Eğitim Bilimleri Dergisi, 1(4), 371-384.Ren, L., Smith, W.M. (2018). Teacher characteristics and contextual factors: links to early primary teachers’ mathematical beliefs and attitudes. J Math Teacher EdSmith, M.(2000). Redefınıng success in mathematıcs teachıng and learning. Mathematics teaching in the middle school. February, 5 (6).Stafslien, C. (2001). Gender Differences in Achievement in Mathematics. November 16.http://www.math.wisc.edu/~weinberg/MathEd/Gender_Term_Paper.doc (2003, Ocak 23 ).Şahin-Taşkın, Ç., Hacıömeroğlu, G. (2010). İlköğretim bölümü öğretmen adaylarının mesleğe yönelik tutumları: nicel ve nitel verilere dayalı bir inceleme. Elementary Education Online, 9(3), 922-933, 2010.Turanlı, N., Karakaş Türker, N. ve Keçeli, V. (2008). Matematik alan derslerine yönelik tutum ölçeği geliştirilmesi, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34, 254-262.Yenilmez, K. ve Özbey, N. (2006). Özel okul ve devlet okulu öğrencilerinin matematik kaygı düzeyleri üzerine bir araştırma, Eğitim Fakültesi Dergisi, 19(2).Yıldırım, A., ve Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (10. b.). Ankara: Seçkin Yayıncılık.