Sınıf Öğretmeni Adaylarının Kesirlerle Bölme İşlemine Yönelik Kurdukları Problemlerin İncelenmesi

Yıl 2026, Cilt: 11 Sayı: 1, 19 - 57, 15.03.2026

Özge Nurlu Üstün

https://doi.org/10.29250/sead.1805277

https://izlik.org/JA54HN44YK

Öz

Bu araştırma, sınıf öğretmeni adaylarının kesirlerle bölme işlemine yönelik problem kurma becerilerini incelemeyi amaçlamaktadır. Temel nitel araştırma yaklaşımıyla yürütülen çalışmada, bir yükseköğretim kurumunda öğrenim gören 101 öğretmen adayından elde edilen veriler analiz edilmiştir. Bulgular, adayların problem kurmaya istekli olduklarını ancak oluşturdukları problemlerin önemli bir kısmının bağlamsal hikâye içermediğini, matematiksel ifadeyi tam olarak yansıtmadığını ve geçerli soru köküne sahip olmadığını göstermektedir. Ayrıca, adayların çoğunlukla kesirlerde bölme işleminin ölçme anlamına odaklandığı, diğer anlamsal türleri yeterince kullanmadığı belirlenmiştir. Bulgular, öğretmen adaylarının problem kurma süreçlerinde kavramsal eksiklikler sergilediğini ve araştırmacı açısından pedagojik alan bilgisi gelişimine ihtiyaç olduğunu göstermektedir. Araştırmada, öğretmen yetiştirme programlarında problem kurma becerilerinin içerik ve bağlam açısından bütüncül biçimde ele alınması önerilmektedir.

Anahtar Kelimeler

Kesirlerle bölme işlemi , Problem kurma , Sınıf öğretmeni adayları

Etik Beyan

ÇIKAR ÇATIŞMASI BEYANI Yazar bu çalışmasında herhangi bir şekilde çıkar çatışması olmadığını beyan eder. ARAŞTIRMA VE YAYIN ETİĞİ BEYANI Yazar bu çalışmasında araştırma ve yayın etiğine uyulduğunu beyan eder. Araştırma için Erzincan Binali Yıldırım Üniversitesi Sosyal ve Beşerî Bilimler Araştırma ve Yayın Etiği Kurulu’ndan (27 Haziran 2025 tarih ve 08/02 numaralı) etik kurul izni alınmıştır. YAZAR SORUMLULUK BEYANI Yazar bu çalışmanın her aşamasını kendisinin yaptığını beyan eder. ÜRETKEN YAPAY ZEKÂ KULLANIMI BEYANI Yazar bu çalışmada “Çeviri, Dil düzenleme/kontrol, Kaynakça düzenleme” amacıyla üretken yapay zekâ araçlarının (ChatGPT) kullanıldığını beyan eder.

Proje Numarası

08/02

An Analysis of Problems Posed by Pre-service Primary School Teachers on Fraction Division

https://izlik.org/JA54HN44YK

Öz

This study aims to examine the problem-posing skills of pre-service primary school teachers regarding fraction division. Conducted within a basic qualitative research design, the study analysed data collected from 101 pre-service teachers enrolled in a higher education institution. The findings indicate that although the participants were willing to pose problems, a significant portion of the problems they generated lacked contextual stories, did not fully reflect mathematical expressions, and were not based on valid question stems. In addition, it was determined that the participants mostly focused on the measurement meaning of division and did not adequately employ other semantic types. The findings indicate that pre-service teachers exhibited conceptual shortcomings in their problem-posing processes, and from the researcher’s perspective, this suggests a need for further development of their pedagogical content knowledge. The study suggests that problem-posing skills should be addressed in a more holistic manner, both in terms of content and context, within teacher education programs.

Anahtar Kelimeler

Fraction division , Problem posing , Pre-service primary school teachers.

Etik Beyan

CONFLICT OF INTEREST STATEMENT The author declares that there is no conflict of interest in this study. RESEARCH AND PUBLICATION ETHICS STATEMENT The author declares that research and publication ethics are followed in this study. The necessary permission to conduct the study was obtained from Social and Human Sciences Research and Publication Ethics Committee of Erzincan Binali Yıldırım University (June 27, 2025; Protocol No: 08/02) AUTHOR LIABILITY STATEMENT The author declares that she has done every step of this work herself. GENERATIVE AI USE DECLARATION The author declares that GenAI tools (ChatGPT) were used in this study for “Translation, Editing/language checking, Editing References” purposes.

Proje Numarası

08/02

Kaynakça

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