Bir Ortaokul Matematik Öğretmeni ve Bir Öğretmen Adayının Matematiksel Söylemleri

Öz

Bu araştırmada matematiksel iletişim bağlamında eğitim almış bir ortaokul matematik öğretmen adayı ile mesleki deneyime sahip bir ortaokul matematik öğretmeninin matematiksel söylemlerinin ve matematiksel söylemleri analiz etme biçimlerinin incelenmesi ve matematiksel iletişim bağlamındaki eğitimin ve mesleki deneyimin bunlar üzerindeki etkileri konusunda ileriki çalışmalara ışık tutulması amaçlanmaktadır. Bu amaçla fenomenoloji deseni kullanılan bu araştırmanın verileri araştırmacılar tarafından tasarlanan bir öğretim senaryosu ile klinik görüşmeler ve ders gözlemleri yapılarak toplanmıştır. Araştırmanın katılımcıları 10 yıllık mesleki deneyime sahip bir ortaokul matematik öğretmeni ile bir ortaokul matematik öğretmen adayıdır. Katılımcıların matematiksel söylem analizleri ve ders gözlemlerinden elde edilen veriler odaksal analiz yöntemi ile analiz edilirken, klinik görüşmelerden elde edilen veriler ise içerik analizi yöntemi ile analiz edilmiştir. Araştırma sonucunda matematik öğretmeni ve öğretmen adayının hem matematiksel söylemleri hem de matematiksel söylemleri analiz etme biçimlerinin birbirinden oldukça farklı olduğu görülmüştür. 

Anahtar Kelimeler

• Matematiksel söylem,söylem analizi,odaksal analiz

One Middle School Mathematics Teacher’s and One Senior Prospective Teacher’s Mathematical Discourse

Abstract

The purpose of this study was to investigate mathematical discourse and discourse analysis of one senior prospective teacher who is educated about mathematical communication and one experienced middle school mathematics teacher. Besides it was aimed to shed light on future studies about the effects of education about mathematical communication and teaching experience on mathematical discourse and discourse analysis. The study was designed as phenomenological study. In the process of data collection, a teaching scenario was developed by the researchers. Afterwards clinical interviews and lesson observations were conducted with the participants. The participants of this study were a middle school mathematics teacher who has 10 years of experience in teaching and a senior prospective teacher. Data related to discourse analysis and classroom discourse was analyzed qualitatively by using focal analysis technique and data collected from clinical interviews was analyzed by content analysis. According to the findings, it was seen that the participants’ mathematical discourse and their discourse analysis was quite different from each other. 

Keywords

• Mathematical discourse; discourse analysis; focal analysis

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