Öğrencilerin Matematiksel Düşüncelerini Ortaya Çıkarmaya Yönelik Öğretmen Sorularının İncelenmesi

Öz

Bu çalışmada altıncı sınıf öğrencilerinin matematiksel düşüncelerini ortaya çıkarmaya yönelik öğretmenin sorduğu soru tipleri ile öğrenci cevapları arasındaki ilişki incelenmiştir. Veri kaynağı olarak altıncı sınıf matematik derslerinde çekilen beş ders videosu kullanılmıştır. Çalışmada içerik analizi yöntemi kullanılmıştır. Bu kapsamda videolardaki diyaloglar yazılı hale getirilmiştir. Katılımcıların cevaplarından kodlar oluşturulmuş ve bu kodların frekansları çıkarılmıştır. Analiz sonuçlarına göre öğretmenin öğrenci cevaplarındaki eksiklikleri, yanlışlıkları ve belirsizlikleri gidermek amacıyla daha çok özel soru tipini kullandığı ve yönlendirici soru tipini daha az kullandığı görülmüştür. Öğrencilerin açıklamalarını gerekçelendirmelerini sağlamak amacıyla genel soru tipini kullanarak öğrencileri yeniden düşünmeye sevk ettiği gözlenmiştir. Ayrıca öğrenciler doğru ve tam cevap verdiklerinde öğretmen özel soru tipini, eksik veya belirsiz cevap verdiğinde öğretmen genel ve özel soru tiplerini tercih etmiştir. 

Anahtar Kelimeler

• Öğretmen soruları,öğrenci cevapları,matematiksel düşünme,soru tipleri

An Examination of Teacher’s Questions for Revealing Students’ Mathematical Thinking

Abstract

This study examines  sixth grade students’ mathematical thinking,through comparing  their teacher's questions and their answers to thees questions. Five class videos taken consecutively in a particular sixth-grade classroom taught by a mathematics teacher were used as data resource. The dialogues in the videos were transcribed. The data were qualitatively analyzed. Within the scope of the analysis, codes were formed out of the participants’ answers, and their frequencies were calculated. According to the results, the teacher often used specific questions to remove students' missing, incorrect or uncertain answers, while they rarely used leading question types.   Also, he used general questions to allow the students to elaborate their explanations, thereby encouraging them to rethink their answers. Moreover, when the students answers were accurate and sufficient, the teacher preferred general question types.  

Keywords

• Teacher’s questions,student’s answers,mathematical thinking,type of questions

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