Matematik öğretmeni adaylarının soru sorma amaçlarının ve niyetlerinin ders planları yoluyla incelenmesi

Öz

Bu çalışmanın amacı, ortaokul matematik öğretmeni adaylarının ders planlarındaki soru sorma amaçlarını ve bu amaçların ardındaki düşünceleri belirleyerek soru sorma süreçlerinin doğasını ortaya koymaktır. Veriler, yedi ders planı ve bu planları hazırlayan 10 öğretmen adayıyla yapılan yarı yapılandırılmış bireysel veya grup görüşmelerinden elde edilmiştir. Bulgular, öğretmen adaylarının sözlü sorular ve görevler aracılığıyla öğretimsel, sosyal ve yönetimsel amaçlarla soru sormayı planladıklarını göstermiştir. Bu amaçlar hem ders planlarında hem de öğretmen adaylarının zihinlerinde görülmüştür. Ancak her ders planında öğretim amaçları vurgulanırken, sosyal ve yönetimsel amaçlara her zaman yer verilmemiştir. Ayrıca, öğretmen adaylarının sınıfın sosyal ortamını sürdürme ve ortamın yönetimi ile ilgili soru sorma amaçlarını, dersin bölümlerine göre esnek şekilde gerçekleştirmekte sınırlı kaldıkları belirlenmiştir. Adaylar ortak olarak her ders planının gelişme kısmında sözlü sorular ve görevler planlamış, giriş veya kapanış bölümlerinde ise bunlara her zaman açıkça yer vermemiştir. Adayların düşüncelerinden elde edilen veriler, ders planlarındaki hedeflerin daha derinlemesine anlaşılmasına katkı sağlamıştır. Planlama becerilerinin gelişimi için adayların düşünce süreçlerini yansıtıcı uygulamalar aracılığıyla tartışmaları ve mentorlardan alınacak geri bildirimler aracılığıyla şekillendirmeleri teşvik edilmektedir.

Anahtar Kelimeler

• Ders planlama
• Matematik öğretmen adayları
• Ortaokul
• Soru sorma

Investigating prospective mathematics teachers’ questioning purposes and intentions through their lesson plans

Abstract

This study aims to explore the nature of prospective middle school mathematics teachers’ questioning processes by identifying their purposes and underlying reasoning. Data were collected from seven lesson plans and semi-structured individual or group interviews with ten prospective teachers. Findings show that candidates planned to ask questions through oral questions and tasks for instructional, social, and managerial purposes, reflected both in their plans and thinking. While instructional purposes were consistently emphasized, social and management purposes were not always addressed. Additionally, candidates showed limited flexibility in adapting their questioning to support the social environment and classroom management across different lesson sections. Although oral questions and tasks were commonly planned for the development phase, they were not always explicitly included in the opening or closing sections. Reflections from candidates provided deeper insights into the goals embedded within their plans. To further develop planning skills, it is recommended that candidates engage in reflective practices and discussions supported by mentor feedback.

Keywords

• Lesson planning
• Middle school
• Prospective mathematics teachers
• Questioning

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