İlköğretim ve Ortaöğretim Matematik Öğretmen Adaylarının Sayı Hissinin İncelenmesi

Yıl 2016, , 285 - 303, 04.08.2016

Hande Gülbağcı Dede , Sare Şengül

https://doi.org/10.16949/turcomat.96275

Cited By: 2

Öz

Bu çalışmanın amacı ilköğretim ve ortaöğretim matematik öğretmen adaylarının sahip olduğu sayı hissini incelemektir. Çalışmanın katılımcı grubunu 464 matematik öğretmen adayı oluşturmaktadır. Çalışmada öğretmen adaylarının sayı hissi kullanma performanslarını ölçmek için araştırmacılar tarafından geliştirilen çoktan seçmeli 31 sorudan oluşan bir Sayı Hissi Testi kullanılmıştır. Sayı Hissi Testi hem sayı hissi sorularını ve soruların olası çözümlerini içeren iki aşamalı bir testir. Testte yer alan sorulara verilen cevaplar hem doğruluk hem de kullanılan çözüm stratejisi (Sayı hissi stratejisi/Kural temelli strateji) açısından analiz edilmiş ve sayı hissi puanı hesaplanmıştır. Veri analizi sonucunda testten alınan sayı hissi puanları, matematik öğretmen adaylarının sayı hissi stratejilerini kullanmada başarılı olmadığını göstermektedir. Öğretmen adayları soruları çözerken sayı hissi stratejilerinden daha ziyade kural temelli stratejileri kullanmayı tercih etmiştir. Çalışmada ayrıca öğretmen adaylarının; Sayı Hissi Testi’ndeki başarıları ile sayı hissi kullanımları arasında pozitif bir ilişki bulunurken, sayı hissi kullanımları öğrenim görülen bölüme ve cinsiyete göre bir farklılık sergilememiştir.

An Investigation of Pre-Service Elementary and Secondary Mathematics Teachers' Number Sense

Öz

The aim of the study is to investigate primary and secondary pre-service mathematics teachers’ number sense. A total of 464 mathematics teachers are participated in the study. To measure the number sense performances of the pre-service mathematics teachers with a Number Sense Test, including 31 multiple-choice questions, was developed by the researchers. Number Sense Test is a two-tailed test which includes the number sense questions and their possible solution strategies. Students’ answers of Number Sense Test were analyzed to find the number sense points in terms of two aspects; one of them were correctness (True or False) and the second one was solving strategies (Number sense strategy or Rule based strategy) of pre-service teachers. According to the data analysis, mathematics teachers had low performance and they preferred to use rule based strategies rather than number sense strategies. Although there is a positive correlation between Number Sense Test performance and using number sense skills, there is no significant difference between male and female pre-service teachers and their departments at using number sense.

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