Publication: İlköğretim matematik öğretmen adaylarının problem kurmaya yönelik öğretim sürecindeki performanslarının ve algılarının incelenmesi
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Date
03/07/2023
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Abstract
Problem kurma, matematikte oldukça önemli bir yere sahiptir. Problem kurma, herhangi bir durumdan veya hâlihazırdaki bir problemden yola çıkarak yeni bir problem oluşturma eylemine denir. Öğretmen adayları problem kurmayı öğretimde etkili bir araç olarak kullanmayı öğrenmelidir. Bunun için öncelikle problem kurma konusunda bilgili ve deneyimli olmaları gerekir. Bu sebeple öğretmen adayları problem kurma öğretimi sürecinden geçmelidir. Bu araştırmanın amacı, problem kurma öğretiminin matematik öğretmen adaylarının problem kurma ile ilgili algılarını, kurdukları problemlerin yapılarını ve tasarladıkları problem kurma görevlerini nasıl etkilediğini incelemektir. Araştırmanın yöntemi öğretmen adaylarının kurdukları problem ve problem kurma görevlerini, sürece yönelik algılarını derinlemesine incelemek amacıyla durum çalışmasıdır. Araştırmanın verilerini, öğretmen adaylarının oluşturdukları etkinlikler, sekiz haftalık problem kurma öğretimi boyunca kayda alınan videolar ile uygulama öncesi ve sonrası yapılan yarı yapılandırılmış görüşmelerin ses kayıtları oluşturmaktadır. Araştırmanın bulgularına göre, öğretmen adayları genellikle matematiksel açıdan zengin, çözülebilir problem kurmuşlardır. Araştırmanın dikkat çeken bir bulgusu ise öğretmen adaylarının daha çok zor ve orijinal problem kurma çabası içinde olmalarıdır. Ancak nadiren de olsa öğretmen adayları etkinliğin istediği verilerden çok uzak problem kurarak yönergeye uymamışlar ve imla ve ifade bozukluğuna dayalı çözülemez problemler kurmuşlardır. Öğretmen adaylarının problem kurmaya yönelik algılarına ilişkin bulgulardan bazıları ise ‘problem kurmak zordur’, ‘öğrencinin konuyu öğrenmesine yardımcı olur’, ‘öğretmen problem kurma becerisine sahip olmalıdır’ şeklindedir. Araştırmanın bir diğer bulgusu, problem kurma görevleridir. Öğretmen adayları problem kurma görevlerini daha çok gerçek yaşam bağlamında ve sözel olarak kelimelerle yazmayı tercih etmişlerdir.
Problem posing has a very important place in mathematics. Problem posing is the act of creating a new problem based on a situation or an existing problem. Pre-service teachers should learn to use problem posing as an effective tool in teaching. For this, they must first be knowledgeable and experienced in problem posing. For this reason, pre-service teachers should go through a problem posing instruction process. The purpose of this study is to investigate how problem posing instruction affects pre-service mathematics teachers' perceptions about problem posing, the structures of the problems they construct, and the problem posing tasks they design. The method of the study is a case study in order to examine in depth the problems and problem posing tasks constructed by pre-service mathematics teachers and their perceptions about the process. The data of the study consisted of the activities created by the pre-service teachers, the videos recorded during the eight-week problem posing instruction, and the audio recordings of the semi-structured interviews conducted before and after the implementation. According to the findings of the study, pre-service teachers generally constructed mathematically rich, solvable problems. Another striking finding of the study is that the pre-service teachers mostly tried to construct difficult and original problems. However, in rare cases, pre-service teachers did not follow the instructions by constructing problems far from the data required by the activity and constructed unsolvable problems based on spelling and expression disorders. Some of the findings related to pre-service teachers' perceptions about problem posing are as follows: 'problem posing is difficult', 'it helps students learn the subject', 'teacher should have problem posing skills'. Another finding of the study is problem posing tasks. Pre-service teachers preferred to write problem posing tasks in real life context and verbally with words.
Problem posing has a very important place in mathematics. Problem posing is the act of creating a new problem based on a situation or an existing problem. Pre-service teachers should learn to use problem posing as an effective tool in teaching. For this, they must first be knowledgeable and experienced in problem posing. For this reason, pre-service teachers should go through a problem posing instruction process. The purpose of this study is to investigate how problem posing instruction affects pre-service mathematics teachers' perceptions about problem posing, the structures of the problems they construct, and the problem posing tasks they design. The method of the study is a case study in order to examine in depth the problems and problem posing tasks constructed by pre-service mathematics teachers and their perceptions about the process. The data of the study consisted of the activities created by the pre-service teachers, the videos recorded during the eight-week problem posing instruction, and the audio recordings of the semi-structured interviews conducted before and after the implementation. According to the findings of the study, pre-service teachers generally constructed mathematically rich, solvable problems. Another striking finding of the study is that the pre-service teachers mostly tried to construct difficult and original problems. However, in rare cases, pre-service teachers did not follow the instructions by constructing problems far from the data required by the activity and constructed unsolvable problems based on spelling and expression disorders. Some of the findings related to pre-service teachers' perceptions about problem posing are as follows: 'problem posing is difficult', 'it helps students learn the subject', 'teacher should have problem posing skills'. Another finding of the study is problem posing tasks. Pre-service teachers preferred to write problem posing tasks in real life context and verbally with words.
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Problem kurma, İlköğretim matematik öğretmen adayları, Problem kurma öğretimi, Problem kurma görevi, Algılar problem
Posing, Pre-service middle school mathematics teachers, Problem posing teaching, Problem posing task, Perceptions