Publication: Ortaokul matematik öğretmenlerinin görüşlerine göre matematik öğretiminde karşılaşılan sorunlar ve çözüm önerileri
Abstract
Bu çalışmada, ortaokul matematik öğretiminde karşılaşılan sorunlar öğretmen görüşleri doğrultusunda araştırılmış ve belirlenen sorunlar için çözüm önerileri sunulmuştur. Sorunların önem dereceleri ve karşılaşılma sıklıkları yanında belirlenen demografik değişkenlerden bağımsız olup olmadıkları incelenmiştir. Araştırma genel tarama modellerinden tekil tarama türüne uygun olarak tasarlanmıştır. Araştırma evrenini Millî Eğitim Bakanlığı’na (MEB) bağlı tüm ortaokullarda (resmi ve özel) görev yapan ilköğretim matematik öğretmenleri, örneklemini ise 547 matematik öğretmeni oluşturmuştur. Veri toplama aracı olarak Duran ve Berk (2021) tarafından geliştirilen “Ortaokul Matematik Öğretiminde Karşılaşılan Sorunları Belirleme Ölçeği” kullanılmıştır. Ayrıca ölçekte bulunan kategorilerin her birinin sonunda açık uçlu sorular sorularak belirlenen sorunlara ilişkin çözüm önerileri konusunda katılımcı öğretmenlerin görüşleri alınmıştır. Ölçek, uluslararası bir arama motorunun anket özelliğinden yararlanılıp çevrimiçi olarak uygulanmıştır. Araştırmanın sonuçlarına göre, ortaokul matematik öğretiminde karşılaşılan sorunların çoğunluğunu öğretmenle ilişkili sorunlar oluşturmaktadır. Öğretmenle ilişkili sorunlar tüm katılımcılar tarafından önemli olarak değerlendirilirken, diğer kategorilere göre daha az sıklıkta karşılaşılmaktadır. Öğrenci ile ilişkili sorunlar ise en sık karşılaşılan ve en önemli görülen sorun kategorisini oluşturmaktadır. Araştırmada ayrıca katılımcıların cinsiyeti, mezuniyet durumu, yerleşim birimi, kariyer planlaması, mezun olunan fakültesi, haftalık girilen ders saati ve kıdemi gibi demografik değişkenleri hakkında da veri toplanmıştır. Genel olarak, ortaokul matematik öğretiminde belirlenen sorunların tamamı önemli görülmektedir. Sorunların çoğunluğu ile sık sık ya da çok sık karşılaşılırken az sayıda sorunla nadiren ya da çok az karşılaşılmaktadır. Belirlenen sorunların bazılarının önem derecesi ve karşılaşılma sıklıkları; cinsiyet, mezuniyet durumu, yerleşim birimi, kariyer planlaması, mezun olunan fakülte, haftalık girilen ders saati, kıdem değişkenlerinden bağımsız değildir. Toplanan görüşlerin katılımcıların demografik özelliklerinden bağımsız olup olmadığını belirlemek için yapılan analiz sonuçlarına göre; kadın öğretmenlerin “Matematik öğretiminde teknoloji kullanımının yetersizliği” dışındaki sorunlarla erkek öğretmenlere göre daha sık karşılaştığını ve tüm sorunları daha önemli gördüğünü göstermektedir. Matematik öğretiminde yaşanan sorunların çözümü olarak, eğitim fakültelerinin ders içeriklerinin yeniden düzenlenmesi, öğretmenlere uygulamalı hizmet içi eğitimler verilmesi, öğretmenlerin öğretme becerisi yeterliliklerinin artırılması ve öğretmenlerin sosyoekonomik durumlarının iyileştirilmesi önerilmiştir. Ayrıca öğrencilere günlük verimli çalışma alışkanlığı kazandırılması, öğrencilere sunulan koçluk ve rehberlik hizmetlerinin artırılması, öğrencilerin yeteneklerine göre sınıflara yönlendirilmesi, oyun ve etkinlik gibi yöntemlerle matematiğin sevdirilmesi önerileri de sunulmuştur.
In this study, the difficulties encountered in middle school mathematics teaching were investigated in line with the opinions of teachers, and then solution suggestions were presented for the identified difficulties. In addition to the importance and frequency of the difficulties, whether they are independent of the determined demographic variables was examined. The study was designed in accordance with the single survey, one of the general survey models. The population for the study consisted of primary school mathematics teachers working in all middle schools (public and private) affiliated to the Ministry of National Education (MEB), and the sample consisted 547 of those mathematics teachers. The “Scale for Identifying Difficulties Encountered in Middle School Mathematics Teaching” developed by Duran and Berk (2021) was used as the data collection tool. In addition, open-ended questions were asked at the end of each of the categories in the scale, and the opinions of the participating teachers were received on the solution suggestions for the identified difficulties. The scale was applied online by using the survey feature of an international search engine. According to the results, most of the difficulties encountered in middle school mathematics teaching are related to the teacher dimension of the scale. While teacher-related difficulties are considered important by all participants, they are encountered less frequently than other categories. Student-related difficulties constitute the most common and important category of difficulties. In the study, data were collected on demographic variables such as gender, education level (undergraduate and graduate), school location, choice of profession, faculty graduation, teaching hours per week, and years of seniority. In general, all of the difficulties identified in middle school mathematics teaching are considered important. While most of the difficulties are encountered frequently or very frequently, some difficulties are rarely or very rarely encountered. The importance and frequency of encountering certain difficulties are dependent on gender, education level (undergraduate and graduate), school location, choice of profession, faculty graduation, teaching hours per week, and years of seniority. The analysis also included determining whether the participants’ views are independent of their demographic characteristics. The Chi-Square independence tests suggested that female teachers encounter difficulties other than “inadequacy in the use of technology in mathematics teaching” more often than male teachers and consider all difficulties more important. As a solution to the difficulties encountered in teaching mathematics, it has been suggested to reorganize the course contents of education faculties, to support teachers with practical in-service training, to increase the pedagogical competencies of the teachers and to improve the socioeconomic status of the teachers. In addition, suggestions were presented to help students gain effective study habits, to improve the counseling and guidance services offered to students, to assign students to ability grouped classes, and to popularize mathematics with methods such as games and activities.
In this study, the difficulties encountered in middle school mathematics teaching were investigated in line with the opinions of teachers, and then solution suggestions were presented for the identified difficulties. In addition to the importance and frequency of the difficulties, whether they are independent of the determined demographic variables was examined. The study was designed in accordance with the single survey, one of the general survey models. The population for the study consisted of primary school mathematics teachers working in all middle schools (public and private) affiliated to the Ministry of National Education (MEB), and the sample consisted 547 of those mathematics teachers. The “Scale for Identifying Difficulties Encountered in Middle School Mathematics Teaching” developed by Duran and Berk (2021) was used as the data collection tool. In addition, open-ended questions were asked at the end of each of the categories in the scale, and the opinions of the participating teachers were received on the solution suggestions for the identified difficulties. The scale was applied online by using the survey feature of an international search engine. According to the results, most of the difficulties encountered in middle school mathematics teaching are related to the teacher dimension of the scale. While teacher-related difficulties are considered important by all participants, they are encountered less frequently than other categories. Student-related difficulties constitute the most common and important category of difficulties. In the study, data were collected on demographic variables such as gender, education level (undergraduate and graduate), school location, choice of profession, faculty graduation, teaching hours per week, and years of seniority. In general, all of the difficulties identified in middle school mathematics teaching are considered important. While most of the difficulties are encountered frequently or very frequently, some difficulties are rarely or very rarely encountered. The importance and frequency of encountering certain difficulties are dependent on gender, education level (undergraduate and graduate), school location, choice of profession, faculty graduation, teaching hours per week, and years of seniority. The analysis also included determining whether the participants’ views are independent of their demographic characteristics. The Chi-Square independence tests suggested that female teachers encounter difficulties other than “inadequacy in the use of technology in mathematics teaching” more often than male teachers and consider all difficulties more important. As a solution to the difficulties encountered in teaching mathematics, it has been suggested to reorganize the course contents of education faculties, to support teachers with practical in-service training, to increase the pedagogical competencies of the teachers and to improve the socioeconomic status of the teachers. In addition, suggestions were presented to help students gain effective study habits, to improve the counseling and guidance services offered to students, to assign students to ability grouped classes, and to popularize mathematics with methods such as games and activities.
Description
Keywords
difficulties encountered in mathematics, Matematik, Matematik öğretimi, matematik öğretiminde karşılaşılan sorunlar, matematik öğretiminde karşılaşılan sorunlara çözümler Mathematics education, Mathematics, middle school mathematics education, ortaokul matematik öğretimi, Öğrenim ve öğretim, Study and teaching, suggestions to difficulties encountered in mathematics