Examination of Teachers' Classroom Practices through a Video Club Process in terms of Students’ Mathematical Thinking

Abstract

In this study, the teachers’ classroom practices for noticing student mathematical thinking were examined. The research was carried out with 5 secondary school mathematics teachers working in Erzurum. Case study, one of qualitative research patterns, was used. The data of the research were collected using video club, and descriptive and content analysis techniques were employed to analyze the data obtained from teachers' own class videos and reflective reports. As a result of the study, it was revealed that the teachers who participated in the same process adopted different approaches towards student thinking in their classroom practices. During the video clubs, which lasted for eleven weeks, the teachers allocated more time to the students’ mathematical thinking, tried to understand and interpret how the students thought, and examined the students’ explanations in detail. In addition, in the reflective reports, they mentioned the importance of noticing students' mathematical thinking and giving them the opportunity to reveal these thoughts and made assessments by associating them with their own teaching practices. As a result, it can be stated that video clubs aided the teachers’ classroom practices to notice the students’ mathematical thinking.

Keywords

• video clubs
• noticing
• mathematical thinking
• classroom practices

Öğrencilerin Matematiksel Öğrenmeleri Boyutunda Öğretmenlerin Sınıf Uygulamalarının bir Video Kulüp Sürecinde İncelenmesi

Öz

Bu çalışmada öğrencilerin matematiksel düşünmesini fark etmeye yönelik öğretmenlerin sınıf içi uygulamaları incelenmiştir. Çalışma, Erzurum ilinde görev yapan beş ortaokul matematik öğretmeni ile gerçekleştirilmiştir. Nitel araştırma desenlerinden durum çalışmasının kullanıldığı bu çalışmanın verileri video kulüp sürecinde toplanmıştır. Öğretmenlerin kendi sınıf videoları ile yansıtıcı raporlarının analizinde betimsel ve içerik analizi teknikleri kullanılmıştır. Çalışma sonucunda aynı sürece katılan öğretmenlerin sınıf içi uygulamalarında öğrenci düşünmesine yönelik farklı yaklaşımları benimsedikleri ortaya çıkmıştır. On bir hafta süren video kulüp sürecinde öğretmenlerin öğrencilerin matematiksel düşünmesi için daha fazla yer açtıkları, öğrencinin nasıl düşündüğünü anlamaya ve yorumlamaya çalıştıkları, öğrenci açıklamalarını detaylı bir şekilde inceledikleri görülmüştür. Ayrıca öğretmenler yansıtıcı raporlarında, öğrencilerin matematiksel düşünmelerini fark etmenin ve bu düşünceleri ortaya çıkarmak için fırsat vermenin öneminden bahsetmiş ve kendi öğretim uygulamalarıyla ilişkilendirerek değerlendirmeler yapmışlardır. Elde edilen bulgular doğrultusunda, video kulüplerin öğrencilerin matematiksel düşünmelerini fark etmeye yönelik öğretmenlerin sınıf içi uygulamalarını desteklediği söylenebilir.

Anahtar Kelimeler

• video kulüp
• fark etme
• matematiksel düşünme
• sınıf içi uygulamaları

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