Matematik öğretmen adaylarının olasılık öğrenme alanına ilişkin öğrenci düşünüşünü fark etme becerilerinin incelenmesi

Abstract

Bu çalışmanın amacı, matematik öğretmen adaylarının öğrenci düşünüşünü tanımlama ve yorumlama becerileri ile birlikte öğrencilerin düşünüşüne ilişkin öğretimsel önerilerini (karşılık verme becerisi) ortaya çıkarmak ve değerlendirmektir. Bu çalışma 29 matematik öğretmeni adayının katılımıyla olasılık bağlamında nitel bir araştırma ile yürütülmüştür. İlk olarak, altmış iki ortaokul 8.sınıf öğrencisine üç olasılık problemi sorulmuş ve öğrencilerin çözümleri adaylara görev oluşturmak için kullanılmıştır. Matematik öğretmen adayları görevlere ilişkin yanıtlarını yazılı bir rapor halinde vermişlerdir. Daha sonra, bir sınıf tartışması yapılmış ve adaylara ilk raporlarını gözden geçirme ve düzeltme fırsatı verilmiştir. Veri analizi için içerik analizi kullanılmıştır. Matematik öğretmen adayları, öğrencilerin stratejilerini tanımlama ve yorumlama konusunda kısmi ya da güçlü kanıtlar sunabilmiştir. Ancak, öğrencilerin çözümlerine ilişkin öneri vermekte zorlanmışlardır. Düzeltmelerde, matematik öğretmen adaylarının fark etme becerileri sınıf tartışmasının katkısıyla daha iyi hale gelmiştir. Bu çalışma, özel öğretim yöntemleri derslerinde kullanılabilecek bir yaklaşım örneği sunarak, matematik öğretmen adaylarının öğrenci düşünüşünü fark etme becerilerinin ortaya çıkarılmasına ve geliştirilmesine olanak tanımaktadır.

Keywords

• Fark etme becerisi
• Matematik öğretmeni adayları
• Olasılık
• Öğrenci düşünüşü

Supporting Institution

TÜBİTAK - Türkiye Bilimsel ve Teknolojik Araştırma Kurumu (2209-A - Üniversite Öğrencileri Araştırma Projeleri Destekleme Programı)

Project Number

1919B012201189 (2209 Üniversite Öğrencileri Araştırma Projeleri)

Ethical Statement

The Human Research Ethics Committee of Trakya University's report E-29563864-050.04.04-272275, dated 15.06.2022, and the Ministry of National Education's report E-87085441-44-68502300, dated 17.01.2023, both confirm that the research does not pose an ethical problem.

Investigation of prospective mathematics teachers’ noticing of student thinking related to probability

Abstract

The aim of this study is to reveal and evaluate the attending and interpreting skills of student thinking of prospective teachers, as well as their instructional suggestions as responding skills. The current study was conducted with 29 prospective mathematics teachers (PMTs) within a qualitative design in the context of probability. First, three probability problems were asked to sixty-two 8th graders (13-14 years old) in a middle school, and their solutions were used to create tasks for PMTs. PMTs answered the tasks in a written report. Then, a class discussion was held, and PMTs were given the opportunity to revise the initial reports. Content analysis was used for data analysis. PMTs demonstrated partial or robust evidence for attending to and interpreting students' thinking. However, they struggled to respond to students' reasoning. In the revised reports, the PMTs' evidence for noticing skills was better with the support of the class discussion. This study provides an example of an approach that can be used for teaching in method courses, allowing PMTs' noticing skills for student thinking to be revealed and improved.

Keywords

• Noticing skills
• Probability
• Prospective mathematics teachers
• Student’s thinking

Supporting Institution

The Scientific and Technological Research Council of Türkiye (2209-A-Research Project Support Programme for Undergraduate Students)

Project Number

1919B012201189 (2209 Üniversite Öğrencileri Araştırma Projeleri)

Ethical Statement

The Human Research Ethics Committee of Trakya University's report E-29563864-050.04.04-272275, dated 15.06.2022, and the Ministry of National Education's report E-87085441-44-68502300, dated 17.01.2023, both confirm that the research does not pose an ethical problem.

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