EXAMINING PRE-SERVICE MATHEMATICS TEACHERS’ WRITTEN MATHEMATICAL COMMUNICATION SKILLS

Yıl 2020, Cilt: 33 Sayı: 1, 205 - 228, 16.04.2020

Yasemin Kıymaz , Büşra Kartal , Zekiye Morkoyunlu

https://doi.org/10.19171/uefad.589360

Cited By: 3

Öz

This study aims to investigate pre-service mathematics teachers’ written mathematical communication skills. The examined skills were to what extent the participants used mathematical language and terminology in their written explanations, and their proficiency in comprehending, interpreting, and applying mathematical definitions. Within this context, data were collected from 40 junior pre-service mathematics teachers via two data collection tools consisting of open-ended questions. In the first data collection tool, participants were given seven well-known mathematical statements and were asked to explain why these statements were true. In the second data collection tool, they were given definitions of angle and fraction and were asked to answer questions based on these definitions, and then to express the triangle, the circle, and the closed disc symbolically. Data were analyzed via content analysis and a rubric was utilized to determine the participants’ written mathematical communication levels. Results show that 27% of PSMTs’ written explanations were incorrect or unrelated to the statement, 40% consisted of low-level mathematical communication, 19% moderate-level communication, and 13% high-level communication. Participants used words at the most and visual expressions at the least in their written explanations. They could not interpret and apply the definitions in an expected level and performed a low-level success in using symbolic language to express geometrical concepts. Suggestions are made regarding how mathematics teaching programs can help pre-service teachers to develop their mathematical communication.

Anahtar Kelimeler

pre-service mathematics teachers, mathematical communication, mathematical language, written mathematical language

İlköğretim Matematik Öğretmen Adaylarının Yazılı Matematiksel İletişim Becerilerinin İncelenmesi

Öz

Bu araştırmada ilköğretim matematik öğretmen adaylarının yazılı matematiksel iletişim becerilerinin incelenmesi amaçlanmıştır. Öğretmen adaylarının matematiksel düşüncelerini yazılı olarak ifade ederken matematiksel dil ve terminolojiyi ne derece etkin kullandıkları ve kendilerine verilen matematiksel bir tanımı anlama, yorumlama ve benzer durumlara uygulama düzeyleri incelenmiştir. Bu kapsamda veriler 40 üçüncü sınıf ilköğretim matematik öğretmen adayından iki açık uçlu form aracılığıyla toplanmıştır. Bu formlardan ilkinde, öğretmen adaylarından belirtilen yedi matematiksel ifadenin niçin doğru olduğunu açıklamaları istenirken, ikinci formda açı ve kesir tanımı verilmiş ve bu tanımlara göre kendilerine sorulan soruları cevaplamaları beklenmiş ve üçgen, çember ve daire kavramlarını sembolik olarak açıklamaları istenmiştir. Öğretmen adaylarının yazılı matematiksel iletişim düzeylerinin belirlenmesi amacıyla bir rubrik kullanılmış ve öğretmen adaylarından elde edilen tüm veriler içerik analizi aracılığıyla analiz edilmiştir. Elde edilen buğular, öğretmen adaylarının açıklamalarının %27’sinin yanlış veya madde ile ilgisiz olduğu, yarıya yakınında (%40) matematiksel dilin düşük seviyede kullanıldığı, %19’unda matematiksel dilin orta seviyede kullanıldığı ve yalnızca %13’ününde ise matematiksel dilin yüksek seviyede kullanıldığını göstermektedir. Öğretmen adayları matematiksel düşüncelerini yazılı olarak belirtirken en çok sözel en az ise görsel ifadeler kullanmayı tercih etmişler, tanımları yeterli seviyede yorumlayıp uygulayamamışlar ve üçgen, çember ve daireyi sembolik olarak ifade etmede düşük bir başarı göstermişlerdir.  Öğretmen adaylarının matematiksel fikirlerini yazılı bir biçimde ifade edecekleri etkinliklerle daha çok meşgul olmaları, matematiksel dilin kullanımına ilişkin akran ve uzman değerlendirmesi ile matematiksel dili kullanma düzeylerinin farkına varmaları ve tanımlar üzerinde durarak tanımların temel bileşenlerini kavramalarını ve farklı durumlara yorumlamalarını sağlayacak bir öğretim programının düzenlenmesi önerilebilir.

Anahtar Kelimeler

İlköğretim matematik öğretmen adayları, matematiksel iletişim, matematik dili, yazılı matematiksel iletişim

Kaynakça

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