İlköğretim Matematik Öğretmeni Adaylarının Modelleme Rotaları ve Modelleme Aşamalarında Geçirdikleri Sürelerin İncelenmesi

Öz

Bu çalışmanın amacı, ilköğretim matematik öğretmeni adaylarının modelleme rotalarını ve bu süreçte modelleme aşamalarına ayırdıkları süreleri incelemektir. Bu doğrultuda, adayların modelleme sürecini nasıl yapılandırdıkları ve sürecin zamansal olarak nasıl şekillendiği ortaya konulmuştur. Durum çalışması deseniyle yürütülen araştırma, dört katılımcıyla gerçekleştirilmiştir. Veriler, analiz dersi kavramlarına dayalı olarak tasarlanan Pencere Tasarımı ve Mars’a Hazırlık adlı iki modelleme probleminin çözümüne ait video kayıtları, öğrenci çalışma kâğıtları ve gözlem notlarından elde edilmiştir. Verilerin analizi tümdengelimsel bir yaklaşımla gerçekleştirilmiştir. Elde edilen bulgular, öğretmen adaylarının modelleme sürecini farklı temsiller arasında geçişlerin, yorumlama ve doğrulama yoluyla geri dönüşlerin yer aldığı dinamik bir yapı içerisinde yürüttüklerini göstermektedir. Ayrıca modelleme aşamalarında geçirilen süreler, Pencere Tasarımı probleminde matematikselleştirme, Mars’a Hazırlık probleminde ise sadeleştirme aşamasının öne çıktığını göstererek sürecin probleme bağlı olarak farklılaştığını ortaya koymuştur. Bununla birlikte, öğretmen adaylarının doğrulamayı çözüm sürecini yönlendiren ve kontrol eden bir aşama olarak kullandıkları görülmüştür.

Anahtar Kelimeler

• matematiksel modelleme
• modelleme rotaları
• öğretmen adayları

Destekleyen Kurum

Türkiye Bilimsel ve Teknolojik Araştırma Kurumu

Proje Numarası

125K704

Teşekkür

Bu çalışma, TÜBİTAK 1002-A Hızlı Destek Modülü kapsamında desteklenmiştir; sağlanan katkı için Türkiye Bilimsel ve Teknolojik Araştırma Kurumu’na teşekkür ederiz.

Examination of Preservice Mathematics Teachers’ Modelling Routes and Their Time Use Across Modelling Stages

Öz

The aim of this study is to examine the modelling routes of preservice elementary mathematics teachers and the time they allocate to modelling stages along these routes. To this end, how the participants structured their modelling processes and the timeline of these processes were revealed. The data were collected through video recordings of the solution processes for two modelling problems, namely Window Design and Preparation for Mars, which were designed based on concepts from a Calculus course, as well as participants’ written work and the observation notes. The data analysis was carried out based on a deductive approach. The findings indicate that the preservice teachers carried out the modelling process within a dynamic structure that involves transitions between different representations and returns prompted by interpretation and validation. In addition, the timelines showed that more time was spent on the mathematizing in the Window Design problem and on the simplifying in the Journey to Mars problem, revealing that the process varied depending on the problem. Moreover, the preservice teachers were found to use validation not as a final step that terminates the process, but as a stage that guides and monitors the solution process.

Anahtar Kelimeler

• Mathematical modelling
• modelling routes
• preservice mathematics teachers

Destekleyen Kurum

The Scientific and Technological Research Council of Türkiye

Proje Numarası

125K704

Teşekkür

This work was supported under the TUBITAK 1002-A Short term Support Module; we would like to thank the Scientific and Technological Research Council of Turkey for its support.

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