PRE-SERVICE TEACHERS` METAPHORS ABOUT MATHEMATICS

Yıl 2013, Cilt: 8 Sayı: 4, 428 - 440, 01.05.2013

Necdet Güner

Öz

This study examines and classifies the metaphors that pre-service teachers formulated to describe the mathematics. The survey applied to 66 elementary, 56 social science and 60 mathematics teachers education students at Pamukkale University School of Education. According to the results, 182 pre-service teachers produced 28 valid metaphors. These metaphors classifed in four main themes. These main themes are: (i) mathematics make life enjoyable, (ii) mathematics is life itself, (iii) mathematics make life difficult, and (iv) mathematics make life easier. Results also showed that pre-service teachers metaphors differ by programme type. Pre-service elementary school teachers thinks mathematics make life enjoyable, in contrast with pre-service social science teachers whom thinks mathematics make life difficult. Pre-service mathematics teachers differ both by using metaphors mostly implying mathematics is life itself.

Anahtar Kelimeler

Metaphor Analysis, Metaphors of Mathematics, Pre-Service Teacher, Pre-Service Social Science Teacher, Pre-Service Mathematics Teacher,

ÖĞRETMEN ADAYLARININ MATEMATİK HAKKINDA OLUŞTURDUKLARI METAFORLAR

Öz

Bu çalışmanın amacı, öğretmen adaylarının matematik hakkındaki görüş ve düşüncelerini metafor analizi metodu kullanarak araştırmaktır. Pamukkale Üniversitesi Eğitim Fakültesinde gerçekleştirilen araştırmaya, 60 Matematik Eğitimi, 56 Sosyal Bilgiler Eğitimi ve 66 Sınıf Öğretmenliği öğretmen adayı katılmıştır. Yapılan analizler sonunda 182 aday öğretmenin oluşturduğu 28 farklı metafor, (i) matematik hayatı keyifli kılar, (ii) matematik hayatın kendisidir, (iii) matematik hayatı zorlaştırır, (iv) matematik hayatı kolaylaştırır, temaları altında toplanmıştır. Sınıf öğretmeni adayları matematiğin hayatı keyifli kıldığı görüşünü vurgularken sosyal bilgiler eğitimi öğretmen adayları matematiğin hayatlarını zorlaştırdığı görüşünü dile getirmişlerdir. Diğer taraftan matematik eğitimi öğretmen adaylarının büyük çoğunluğu matematiğin hayatın kendisi olduğunu belirtmişlerdir.

Anahtar Kelimeler

Metafor Analizi, Matematik Metaforları, Aday Sınıf Öğretmeni, Aday Sosyal Bilgiler Öğretmeni, Aday Matematik Öğretmeni,

Kaynakça

• Alkan, V., (2009). The relationship between teaching strategies and styles and pupil’s anxiety in mathematics at primary schools in Turkey. Unpublished doctoral dissertation, University of Nottingham.
• Bandura, A., (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
• Baydar, S.C. ve Bulut, S., (2002). Öğretmenlerin matematiğin doğası ve öğretimi ile ilgili inançlarının matematik eğitimindeki önemi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 62-66.
• Baydar, C.S., (2000). Beliefs of preservice mathematics teachers at the Middle East Technical University and the Gazi University about the nature of mathematics and the teaching of mathematics. Unpublished master thesis, Middle East Technical University, Ankara.
• Broadbridge, P. and Henderson, S., (2008). Mathematics education for 21st century engineering students – final report. Melbourne: Australian Mathematical Sciences Institute.
• Buerk, D., (1982). An experience with some able women who avoid mathematics. For the Learning of Mathematics, 3(2), 19-25.
• Cain-Caston, M., (1993). Parents and student attitudes toward mathematics aa they relate to third grade mathematical achievement. Journal of Instructional Psychology, 20(2), 96-101. Carter, G. and Norwood, K.S., (1997). The relationship between teacher and student beliefs about mathematics. School Science and Mathematics, 97(2), 62-67.
• Creswell, J.W., (2008). Educational Research planning, conducting, and evaluating qualitative research (3rd Ed.). NJ: Pearson Education.
• Denzin, N.K. and Lincoln, Y.S., (1998). Collecting and interpreting qualitative materials. Thousand Oaks, CA: SAGE Publication.
• Fleener, M.J., Pourdavood, R.G., and Fry, P.G., (1995). A study of preservice teachers’ metaphors for the different roles of the mathematics teachers. In The Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 2-7). Columbus, OH.
• Gallagher, A. and Kaufman,C., (2008). Parent attitudes influence their children’s attitudes toward math and science. Gifted Child Today, 31(2), 9-10.
• Güler, G., Akgün, L., Öçal, M.F. ve Doruk, M., (2012). Matematik öğretmeni adaylarının matematik kavramına ilişkin sahip oldukları metaforlar. Eğitim ve Öğretim Araştırmaları Dergisi, 1(2), 25-29.
• Güveli, E., İpek, A.S., Atasoy, E. ve Güveli, H., (2011). Sınıf öğretmeni adaylarının matematik kavramına yönelik metafor algıları. Turkish Journal of Computer and Mathematics Education, 2(2), 140-159.
• Karp, K., (1991). Elementary school teachers’ attitudes towards mathematics: Impact on students’ autonomous learning sckills. School Science and Mathematics, 91(6), 265-270.
• Kılıç, C. and Yelken Yanpar, T., (2013). Belgian and Turkish pre-service primary school teachers’ metaphoric expressions about mathematics. Eurasian Journal of Educational Research, 50, 21Kuhs, T.M., (1980). Elementary school teachers’ conception of mathematics content and the potential effect on classroom instruction. Unpublished doctoral dissertation, Michigan State University.
• Lakoff, G. and Johnson, M., (1980). Metaphors we lived by. Chicago: The University of Chicago Press.
• Leder, G.C., Pehkonen, E., and Törner G., (2002). Beliefs: A hidden variable in mathematics Education? Boston: Kluwer Academic Press.
• Lim, C.S., (1999). Using metaphor analysis to explore adults’ images of mathematics. Philosophy of Mathematics Education, 12. Retrieved from http://people.exeter.ac.uk/PErnest/pome12/ article9 .htm
• Ma, X. and Xu, J., (2004). Determining the causal ordering between attitude toward mathematics and achievement in mathematics. The Journal of Education, 110, 256-280.
• MEB, (2013a). Ortaokul matematik dersi (5, 6, 7 ve 8. sınıflar) öğretim programı. Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı, Ankara.
• MEB, (2013b). Ortaokul matematik dersi (9, 10, 11 ve 12. sınıflar) öğretim programı. Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı, Ankara.
• Miles, M.B. and Huberman, A.M., (1994). Qualitative data analysis. London: SAGE Publication.
• Noyes, A., (2006). Using metaphor in mathematics teacher preparation. Teaching and Teacher Education, 22, 898-909.
• NCTM, (2000). Principles and Standards for School Mathematics. National Council of Teachers of Mathematics, Reston, VA
• Oflaz, G., (2011). İlköğretim öğrencilerinin matematik ve matematik öğretmeni kavramlarına ilişkin metaforik algıları. 2nd International Conferance on New Trends in Education and Their Implications, 27-29 April, 2011, Antalya, Turkey.
• Reeder, S., Utley, J., and Cassel, D., (2009). Using metaphors as a tool for examining preservice elementary teachers’ beliefs about mathematics teaching and learning. School Science and Mathematics, 109(5), 290-297.
• Saban, A., Koçbeker, B.N., and Saban, A., (2006). An investigation of the concept of theacher among prospective teachers through metaphor analysis. Educational Science Theory and Practice, 6(2), 461-522.
• Schinck, A.G., Neale, H.W., Pugalee, D.K., and Cifarelli, V.V., (2008). Using metaphors to unpack student beliefs about mathematics. School Science and Mathematics, 108 (7), 326-333.
• Silverman, D., (2000). Doing qualitative research: A practical handbook. London: SAGE Publication.
• Sterenberg, G., (2008). Investigating teachers’ images of mathematics. Journal of Mathematics Teacher Education, 11, 89
• Şengül, S. ve Katrancı, Y., (2012). İlköğretim ikinci kademe öğrencilerinin matematik kavramına ilişkin sahip oldukları metaforlar. Eğitim ve Öğretim Araştırmaları Dergisi, 1(4), 3553
• Thompson, A., (1984). The relationship of teachers’ conceptions of mathematics and mathematics teaching to instructional practice. Educational Studies in Mathematics, 15, 105-127.
• Wood, L.N., (2008). Engineering mathematics-what do students think? ANZIAM Journal, 49, 513-525.