Eleştirel Matematik Eğitimi: Pandemi Sonrası Matematik Sınıfı için Alternatifler

Yıl 2022, , 321 - 341, 23.12.2022

Oguzhan Dogan

https://doi.org/10.17860/mersinefd.1171289

Öz

Covid-19 Pandemisi, insanlığın 21.yüzyılda evrensel boyutta karşılaştığı ilk büyük tehlike olarak düşünülebilir. Pandeminin matematik eğitimcilerinin önüne koyduğu önemli sorulardan biri de ‘hem yerel hem evrensel ölçekte dayanışmayı ve mücadele etmeyi gerektiren böyle bir sorun karşısında insani değerleri yitirmeden ayakta kalabilecek bir nesil yetiştirmek için matematik eğitiminin oynayabileceği roller neler olabilir?’ sorusudur. Bu çalışmanın amacı, pandemi, küresel ısınma, savaş, göç vb. krizlerle yüz yüze olan insanlık için matematik eğitiminin sunabileceği olanakları ‘eleştirel matematik eğitimi’ kavramsal çerçevesi ışığında tartışmak ve matematik sınıflarını bu sorunlarla mücadeleyi de içerecek şekilde dönüştürmeye yönelik öneriler sunmaktır. Bu amaç doğrultusunda, eleştirel matematik eğitimi kavramsal çerçevesi açıklanmaya çalışılacak ve bu yaklaşıma uygun bir sınıf ortamı için kullanılabilecek bir etkinlik modeli sunulacaktır. Bu etkinlik modeli anlama ve harekete geçme odaklı, öğrencilerin bireysel olarak ve toplumsal olarak yüz yüze kalabilecekleri durumları içeren, yerelden evrensele uzanan, hem sınıf içi hem de sınıf dışında matematik yapmayı ve matematik yardımı ile iletişim kurmayı zorunlu kılan bir modeldir. Çalışma kapsamında eleştirel matematik eğitimi odaklı bu modeli yansıtan örnek etkinliklere yer verilecektir. Ayrıca eleştirel matematik eğitiminin Türkiye’deki matematik eğitimi araştırmalarına getirebileceği araştırma olanaklarına ilişkin önerilerde bulunulacaktır.

Anahtar Kelimeler

: eleştirel pedagoji, eleştirel matematik eğitimi, sosyal adalet, etkinlik modeli

Critical Mathematics Education: Alternatives for Post-Pandemic Mathematics Classroom

Öz

The Covid-19 Pandemic can be considered as the first great danger that humanity has faced on a universal scale in the 21st century. One of the important questions this pandemic impose to mathematics educators is that ‘what roles mathematics education can play in order to raise a generation that can survive without losing their humanity in the face of such problems that requires solidarity and struggle on both local and global scales'. The purpose of this study is to discuss the possibilities that mathematics education can offer for humanity facing crises such as pandemic, global warming, war, and migration, in the light of the conceptual framework of 'critical mathematics education' and to offer suggestions for transforming mathematics classrooms in a way that includes resisting these problems. For this purpose, the conceptual framework of critical mathematics education will be explained and an activity model that can be used for a classroom environment suitable for this framework will be presented. Sample activities reflecting this model focused on critical mathematics education will be introduced. Furthermore, suggestions will be offered regarding the research opportunities that critical mathematics education can bring to mathematics education research in Turkey.

Anahtar Kelimeler

critical pedagogy, critical mathematics education, social justice, activity model

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