Pre-service Mathematics Teachers’ Views regarding the Role of Examining Students’ Work in Understanding Students’ Ways of Thinking

Yıl 2015, , 139 - 162, 08.09.2015

Makbule Didiş , Ayhan Erbaş , Bülent Çetinkaya Erdinç Çakıroğlu , Cengiz Alacacı

https://doi.org/10.16949/turcomat.50978

Öz

Awareness for and knowledge of students’ ways of thinking is an important component of teachers’ competence that should be gained before starting their career. The purpose of this study was to investigate pre-service secondary mathematics teachers’ views regarding the role of examining students’ work in understanding students’ ways of thinking within the context of an undergraduate mathematical modeling course for pre-service mathematics teachers. The participants were twenty-five pre-service mathematics teachers enrolled in the course. Lasting eight weeks the data were collected through the pre-service teachers’ reflection papers, individual interviews, and a self-evaluation questionnaire. The analyses of data revealed that the pre-service mathematics teachers thought that examining students’ solution papers and video episodes helped them to be aware of, predict, understand, and interpret students’ ways of thinking. The findings of the study suggested that mathematics teacher educators might consider using students’ work from real classroom settings in order to both develop and support the development of pre-service mathematics teachers’ pedagogical content knowledge.

Keywords: Pedagogical content knowledge, students’ ways of thinking, teacher education, student work

Anahtar Kelimeler

Pedagogical content knowledge, students’ ways of thinking, teacher education, student work

Öğrenci Çalışmalarını İncelemenin Öğrenci Düşünme Şekillerini Anlamadaki Rolü ile İlgili Matematik Öğretmen Adaylarının Düşünceleri

Öz

Öğretmenin sahip olması beklenen önemli yeterliliklerden birisi öğrenci düşünme şekilleri bilgisidir. Pedagojik alan bilgisinin bir alt boyutu olan bu bilginin öğretmenlere mesleğe başlamadan önce kazandırılması önemlidir. Bu çalışmanın amacı matematiksel modelleme etkinliklerinin sınıf içi uygulamalarından elde edilen öğrenci çözüm kâğıtları ve videoları incelemenin öğrenci düşünme şekillerini anlamaya olan katkısı konusunda matematik öğretmen adaylarının düşüncelerini incelemektir. Çalışmanın katılımcıları öğretmen adaylarına dönük bir matematiksel modelleme dersine kayıtlı yirmi beş matematik öğretmen adayıdır. Sekiz hafta süren çalışmanın verileri bireysel düşünce raporları, birebir görüşmeler ve bir öz-değerlendirme anketi yoluyla toplanmıştır. Verilerin analizleri, öğretmen adaylarının öğrenci çözüm kâğıtları ve video kesitlerini incelemenin öğrencilerin matematiksel düşünme süreçlerinin farkına varma, tahmin edebilme, anlama ve yorumlamalarına yardım ettiğini düşündüklerini ortaya çıkarmıştır. Bu çalışmanın sonuçları öğretmen eğitimcilerine, öğretmen adaylarının pedagojik alan bilgilerinin gelişimine destek sağlaması açısından gerçek sınıf ortamlarından alınmış öğrenci çalışma ürünlerinin kullanılmasını önermektedir.

Anahtar Kelimeler: Pedagojik alan bilgisi, öğrenci düşünme şekilleri, öğretmen eğitimi, öğrenci çalışmaları

Anahtar Kelimeler

Pedagojik alan bilgisi, öğrenci düşünme şekilleri, öğretmen eğitimi, öğrenci çalışmaları

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