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Matematik Öğretmenlerinin Öğretim Deneyimlerine Göre Matematiksel İnançlarının İncelenmesi

Year 2019, Volume: 8 Issue: 4, 1102 - 1129, 20.12.2019

Figen Uysal , Yüksel Dede

Abstract

Bu çalışmanın amacı, ortaokul ve lise
matematik öğretmenlerinin, matematiğin doğasına, öğretimine ve öğrenimine
ilişkin inançlarını onların öğretim deneyimlerine göre incelemektir. Bu amaç
doğrultusunda, çalışmada nitel araştırma yöntemlerinden çoklu durum çalışması
kullanılmıştır. Çalışmanın durumları, öğretmenlerin öğretim deneyimleridir. Araştırmanın
katılımcıları, kolay ulaşılabilir ve ölçüt örnekleme yöntemlerine göre belirlenmiştir.
Bu kapsamda katılımcılar, öğretim deneyimleri üç ile otuz dört yıl arasında
değişen dört ortaokul ve altı lise matematik öğretmeni olmak üzere toplam on
öğretmenden oluşmuştur. Veri toplama aracı olarak,  on adet açık uçlu sorudan oluşan yazılı görüş
formu kullanılmıştır. Bu form aracılığıyla toplanan araştırma verileri,
matematiğin doğasına, öğretimine ve öğrenimine ilişkin formel bağlantılı, şema bağlantılı,
süreç bağlantılı ve uygulama bağlantılı matematiksel inanç kategorilerine
dayalı olarak analiz edilmiştir. Çalışmanın sonuçları, öğretim deneyimlerine
göre üç gruba ayrılan matematik öğretmenlerinin, matematiğin doğasına yönelik
inanç yapılarının benzer olduğunu ve matematiğin statik ve dinamik
özelliklerini barındırdığını göstermektedir. Matematik öğretimine yönelik inanç
yapıları ise deneyim gruplarına göre farklılık göstermektedir. Öğretim deneyimi
3-9 yıl olan öğretmenler ile 10-15 yıl olan öğretmenler formel ve süreç
bağlantılı yönelime dayalı inanç yapısına sahip iken kıdemi en fazla olan
üçüncü gruptaki öğretmenlerin ise uygulama ve süreç bağlantılı inanç yönelimine
sahip oldukları belirlenmiştir. Matematik öğrenmeye ilişkin inançlarda ise duyuşsal
bileşenlerin üç öğretmen grubu için de daha fazla ön planda olduğu da tespit
edilmiştir.

Keywords

Matematiksel inançlar öğretmen inançları öğretmen deneyimi inanç yapıları

References

  • Adeyemi, T.O. (2008). Teachers’ teaching experience and students’ learning outcomes in secondary schools in Ondo State. Nigeria, Educ. Res. Rev. 3(6), pp. 204–212.
  • Arslan, S. ve Özpınar, İ. (2008). Öğretmen nitelikleri: İlköğretim programlarının beklentileri ve eğitim fakültelerinin kazandırdıkları, Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education 2 (1), pp. 38-63.
  • Bauer, B S. (2005) Teaching english in Africa: Volunteer opportunities abound for young and oldRetrieved (2005) from http:/www.peacecorps.gov/index.cfm
  • Belm, D. (2008). Establishing teacher competencies in early care and education: A review of current models and options for California, Institute of Industrial Relations, University of California at Berkeley, http://www.iir.berkeley.edu/cscce/pdf/competencies.pdf ((Web Adresinden Mart 2019 tarihinde alınmıştır).
  • Blömeke, S., Felbrich, A., Müller, C., Kaiser, G. ve Lehmann, R. (2008). Effectiveness of teacher education, State of research, measurement issues and consequences for future studies. ZDM Mathematics Education 40:719–734, DOI 10.1007/s11858-008-0096-x.
  • Beswick, K. (2005). The belief/practice connection in broadly defined contexts. Mathematics Education Research Journal, 17(2), 39–68.
  • Beswick, K. (2012). Teachers' beliefs about school mathematics and mathematicians' mathematics and their relationship to practice. Educ Stud Math, 79:127–147 DOI 10.1007/s10649-011-9333-2.
  • Borko, H. ve Livingston, C. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers, Am. Educ. Res. J. 26(4), pp. 473–498.
  • Borko, H. ve Shavelson, R.J. (1990). Teacher decision-making, in Dimensions of thinking and cognitive ınstruction, B.F. Jones and L. Idol, eds., Lawrence Erlbaum, Hillsdale, NJ, pp. 311–345.
  • Borg, M. (2001). Teachers’ beliefs. ELT Journal, 55, pp.186-188.
  • Carter, G. ve Norwood, K. (1997). The relationship between teacher and student beliefs about mathematics. School Science and Mathematics, 97, pp.62-67.
  • Clotfelter, Charles T., Helen F. Ladd, and Jacob L. Vigdor. 2007. Teacher credentials and student achievement in high school: A cross-subject analysis with student fixed effects. CALDER Working Paper 11. Washington, DC: The Urban Institute.
  • Cohen, L., Manion, L.,& Morrison, K. (2000). Research methods in education (5th ed.). London: Routledge Falmer.
  • Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.
  • Creswell, J.W. (2012). Research design: Qualitative, quantitative, and mixed methods. approaches. (4th Edition), London: Sage.
  • Dede, Y.,& Karakuş, F. (2014).Effect of teacher education program on pre-service mathematics teachers’ beliefs about mathematics. Educational Sciences:Theory& Practice, 14(2),791 -813.
  • Depaepe, F., De Corte, E., & Verschaffel, L. (2016). Mathematical epistemological beliefs. In J. A. Greene, W. A. Sandoval, & I. Braten (Eds.), Handbook of epistemic cognition (pp. 147–164). Routledge.
  • Döhrmann, M., Kaiser, G. ve Blömeke, S. (2012). The conceptualisation of mathematics competencies in the international teacher education study TEDS-M. ZDM Mathematics Education, 44:325–340 DOI 10.1007/s11858-012-0432-z.
  • Duatepe Paksu, A. (2008). Öğretmenlerin matematik hakkındaki inançlarının branş ve cinsiyet bakımıdan karşılaştırılması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35: 87-97.
  • Dunkin, M. J. (1997). Assessing teachers' effectiveness. Issues in educational research, 7(1), 37-51. http://education.curtin.edu.au/iier/iier7/dunkin.html
  • Elmesky, R. (1997). Teacher beliefs and classroom actions: Perspectives from a “Physics for Science Teachers” course. (Doctoral dissertation, Florida State University, 1997). Dissertation Abstract International, 62, 3337.
  • Ernest, P. (1989). The impact of beliefs on the teaching of mathematics. In Ernest, P. (Ed.) Mathematics teaching. The state of art, (pp. 249- 254), London: Falmer Press.
  • Felbrich, A., Müller, C. & Blömeke, S. (2008). Epistemological beliefs concerning the nature of mathematics among teacher educators and teacher education students in mathematics. ZDM Mathematics Education, 40, 763–776.
  • Goldin, G. A. (2003). Affect, meta-affect, and mathematical belief structures. In G. C. Leder, E. Pehkonen, &G. Törner (Eds.). Beliefs: A hidden variable in mathematics education? Dordrecht: Kluwer Academic Publishers.
  • Gökçe, E. (2003). Gelişmiş Ülkelerde Sınıf Öğretmeni Yetiştirme Uygulamaları, Uluslararası Dünya Öğretmen Eğitimi Konferansı (27 Ağustos-2 Eylül 1995), Ankara, MEB Öğretmen Yetiştirme ve Eğitimi Genel Müdürlüğü.
  • Grigutsch, S., Raatz, U.,& Törner, G. (1998). Einstellungen gegenüber Mathematik bei Mathematiklehrern. Journal für Mathematikdidaktik, 19(1), 3- 45.
  • Hart, L. (2002). Preservice teachers’ beliefs and practice after participating in an integrated content/methods courses. School Science and Mathematics, 102, 4-14.
  • Hanushek, E.A. (1997). Assessing the Effects of School Resources on Student Performance: An Update. Educational Evaluation and Policy Analysis, 19(2), 141-164.
  • Hsieh, H.-F. ve Shannon, S.E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288.
  • Ilanlou, M. ve Zand, M. (2011). Professional Competencies of Teachers and the Qualitative Evaluation. Procedia - Social and Behavioral Sciences 29, 1143 – 1150.
  • Lakatos, I. (1976). Proofs and refutations: The logic of mathematical discovery. Cambridge: Cambridge University Press.
  • Lincoln, Y. S.,& Guba, E. G. (1985). Naturalistic inquiry. Newburry Park, CA: Sage.
  • Lortie, D. (1975). Schoolteacher: A sociological study. London: University of Chicago Press.
  • M.E.B. (2017). Öğretmenlik Mesleği Genel Yeterlikleri, Ankara: MEB Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü.
  • Nisbet, S. ve Warren, E. (2000). Primary school teachers’ beliefs relating to mathematics, teaching and assessing mathematics and factors that influences these beliefs. Mathematics Teacher Education and Development, 2, 34-47.
  • Ghosh, S. (2004). Teachers' beliefs on gender differences in mathematics education. Doctoral Dissertation, Florida State University Libraries.
  • Pajares, F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332.
  • Peterson, P., Fennema, E., Carpenter, T., & Loef, M. (1989). Teachers’ pedagogical content beliefs in mathematics. Cognition and Instruction, 6, 1-40.
  • Phillips, N., Fuchs, L., Fuchs, D. ve Hamlett. C. (1996). Instructional variables affecting student achievement. Learning Disabilities: Research and Practice, 11(1), 24-33.
  • Raymond, A. M. (1997). Inconsistency between a beginning elementary school teacher's mathematics beliefs and teaching practice. Journal for Research in Mathematics Education, 28(5), 550- 576.
  • Rice, J. K.(2004) Teacher Quality understanding the effectiveness of teacherattributes The Economic Policy Institute EPI Books August, Retrieved (2004) from http://www.epinet.org/content.cfm.economist.
  • Rice, J. K.(2010). The Impact of Teacher Experience Examining the Evidence and Policy Implications. National Center for the Analysis of Longitudinal Data in Education Research.
  • Richardson, V. (2003). Preservice teachers’ beliefs. In J. Rath & A. C. McAninch (Eds.), Advances in teacher education series, (pp. 1-22). Greenwich, CT: Information Age.,
  • Rivkin, S.G., Hanushek, E.A. ve Kain, J.F. (1998) Teachers, Schools, and Academic Achievemt, National Bureau of Economic Research, Cambridge, MA.
  • Roesken, B. ve Törner, G. (2010). Beliefs of university teachers of mathematics. In F. Furinghetti & F. Morselli (Eds.), Proceedings of the conference MAVI-15: Ongoing research on beliefs in mathematics education (pp. 35-46). Genova: Department of Mathematics, University of Genova.
  • Schoenfeld, A.H. (1985). Mathematics problem solving. Orlando, FL: Academic Press.
  • Shulman, L. S. (1986). Paradigms and research programs in the study of teaching: A contemporary perspective. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 3–36). New York: Macmillan.
  • Sigel, I.E. (1985). A conceptual analysis of beliefs. In Sigel, I.E (Ed) Parental belief systems: The psychological consequences for children (p.347-71), Hillsdale, NJ: Lawrence Erlbaum.
  • Thompson, A. G. (1992). Teachers' beliefs and conceptions: A synthesis of the research. In Grouws, D. A. (Ed) Handbook of research on mathematics teaching and learning, (p. 127- 146), New York: Macmillan.
  • Toluk Uçar, Z.& Demirsoy, N. H. (2010). Eski-yeni ikilemi: Matematik öğretmenlerinin matematiksel inançları ve uygulamaları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 39:321-332.
  • Van Zoest, L. R., Jones, G. A. ve Thornton, C. A. (1994). Beliefs about mathematics teaching held by preservice teachers involved in a first grade mentorship program. Mathematics Education Research Journal, 6(1), 37–55.
  • Viholainen, A., Asikainen, M.,& Hirvonen, P. E. (2014). Mathematics student teachers’ epistemolojical beliefs about the nature of mathematics and the goals of mathematics teaching and learning in the beginning of their studies. Eurasia Journal of Mathematics, Science& Technology, 10(2), 159-171.
  • Weinstein, C. S. (1989). Teacher education students’ preconcep¬tions of teaching. Journal of Teacher Education, 39, 53-60.
  • Wilkins, J. ve Brand, B. (2004). Change in preservice teachers’ beliefs: An evaluation of a mathematics methods course. School Science and Mathematics, 104(5), 226-232.
  • Yin, R. K. (2003). Case Study Research Design and Methods (3. Baskı). London: Sage Publications.

Year 2019, Volume: 8 Issue: 4, 1102 - 1129, 20.12.2019

Figen Uysal , Yüksel Dede

Abstract

References

  • Adeyemi, T.O. (2008). Teachers’ teaching experience and students’ learning outcomes in secondary schools in Ondo State. Nigeria, Educ. Res. Rev. 3(6), pp. 204–212.
  • Arslan, S. ve Özpınar, İ. (2008). Öğretmen nitelikleri: İlköğretim programlarının beklentileri ve eğitim fakültelerinin kazandırdıkları, Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education 2 (1), pp. 38-63.
  • Bauer, B S. (2005) Teaching english in Africa: Volunteer opportunities abound for young and oldRetrieved (2005) from http:/www.peacecorps.gov/index.cfm
  • Belm, D. (2008). Establishing teacher competencies in early care and education: A review of current models and options for California, Institute of Industrial Relations, University of California at Berkeley, http://www.iir.berkeley.edu/cscce/pdf/competencies.pdf ((Web Adresinden Mart 2019 tarihinde alınmıştır).
  • Blömeke, S., Felbrich, A., Müller, C., Kaiser, G. ve Lehmann, R. (2008). Effectiveness of teacher education, State of research, measurement issues and consequences for future studies. ZDM Mathematics Education 40:719–734, DOI 10.1007/s11858-008-0096-x.
  • Beswick, K. (2005). The belief/practice connection in broadly defined contexts. Mathematics Education Research Journal, 17(2), 39–68.
  • Beswick, K. (2012). Teachers' beliefs about school mathematics and mathematicians' mathematics and their relationship to practice. Educ Stud Math, 79:127–147 DOI 10.1007/s10649-011-9333-2.
  • Borko, H. ve Livingston, C. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers, Am. Educ. Res. J. 26(4), pp. 473–498.
  • Borko, H. ve Shavelson, R.J. (1990). Teacher decision-making, in Dimensions of thinking and cognitive ınstruction, B.F. Jones and L. Idol, eds., Lawrence Erlbaum, Hillsdale, NJ, pp. 311–345.
  • Borg, M. (2001). Teachers’ beliefs. ELT Journal, 55, pp.186-188.
  • Carter, G. ve Norwood, K. (1997). The relationship between teacher and student beliefs about mathematics. School Science and Mathematics, 97, pp.62-67.
  • Clotfelter, Charles T., Helen F. Ladd, and Jacob L. Vigdor. 2007. Teacher credentials and student achievement in high school: A cross-subject analysis with student fixed effects. CALDER Working Paper 11. Washington, DC: The Urban Institute.
  • Cohen, L., Manion, L.,& Morrison, K. (2000). Research methods in education (5th ed.). London: Routledge Falmer.
  • Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.
  • Creswell, J.W. (2012). Research design: Qualitative, quantitative, and mixed methods. approaches. (4th Edition), London: Sage.
  • Dede, Y.,& Karakuş, F. (2014).Effect of teacher education program on pre-service mathematics teachers’ beliefs about mathematics. Educational Sciences:Theory& Practice, 14(2),791 -813.
  • Depaepe, F., De Corte, E., & Verschaffel, L. (2016). Mathematical epistemological beliefs. In J. A. Greene, W. A. Sandoval, & I. Braten (Eds.), Handbook of epistemic cognition (pp. 147–164). Routledge.
  • Döhrmann, M., Kaiser, G. ve Blömeke, S. (2012). The conceptualisation of mathematics competencies in the international teacher education study TEDS-M. ZDM Mathematics Education, 44:325–340 DOI 10.1007/s11858-012-0432-z.
  • Duatepe Paksu, A. (2008). Öğretmenlerin matematik hakkındaki inançlarının branş ve cinsiyet bakımıdan karşılaştırılması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35: 87-97.
  • Dunkin, M. J. (1997). Assessing teachers' effectiveness. Issues in educational research, 7(1), 37-51. http://education.curtin.edu.au/iier/iier7/dunkin.html
  • Elmesky, R. (1997). Teacher beliefs and classroom actions: Perspectives from a “Physics for Science Teachers” course. (Doctoral dissertation, Florida State University, 1997). Dissertation Abstract International, 62, 3337.
  • Ernest, P. (1989). The impact of beliefs on the teaching of mathematics. In Ernest, P. (Ed.) Mathematics teaching. The state of art, (pp. 249- 254), London: Falmer Press.
  • Felbrich, A., Müller, C. & Blömeke, S. (2008). Epistemological beliefs concerning the nature of mathematics among teacher educators and teacher education students in mathematics. ZDM Mathematics Education, 40, 763–776.
  • Goldin, G. A. (2003). Affect, meta-affect, and mathematical belief structures. In G. C. Leder, E. Pehkonen, &G. Törner (Eds.). Beliefs: A hidden variable in mathematics education? Dordrecht: Kluwer Academic Publishers.
  • Gökçe, E. (2003). Gelişmiş Ülkelerde Sınıf Öğretmeni Yetiştirme Uygulamaları, Uluslararası Dünya Öğretmen Eğitimi Konferansı (27 Ağustos-2 Eylül 1995), Ankara, MEB Öğretmen Yetiştirme ve Eğitimi Genel Müdürlüğü.
  • Grigutsch, S., Raatz, U.,& Törner, G. (1998). Einstellungen gegenüber Mathematik bei Mathematiklehrern. Journal für Mathematikdidaktik, 19(1), 3- 45.
  • Hart, L. (2002). Preservice teachers’ beliefs and practice after participating in an integrated content/methods courses. School Science and Mathematics, 102, 4-14.
  • Hanushek, E.A. (1997). Assessing the Effects of School Resources on Student Performance: An Update. Educational Evaluation and Policy Analysis, 19(2), 141-164.
  • Hsieh, H.-F. ve Shannon, S.E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288.
  • Ilanlou, M. ve Zand, M. (2011). Professional Competencies of Teachers and the Qualitative Evaluation. Procedia - Social and Behavioral Sciences 29, 1143 – 1150.
  • Lakatos, I. (1976). Proofs and refutations: The logic of mathematical discovery. Cambridge: Cambridge University Press.
  • Lincoln, Y. S.,& Guba, E. G. (1985). Naturalistic inquiry. Newburry Park, CA: Sage.
  • Lortie, D. (1975). Schoolteacher: A sociological study. London: University of Chicago Press.
  • M.E.B. (2017). Öğretmenlik Mesleği Genel Yeterlikleri, Ankara: MEB Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü.
  • Nisbet, S. ve Warren, E. (2000). Primary school teachers’ beliefs relating to mathematics, teaching and assessing mathematics and factors that influences these beliefs. Mathematics Teacher Education and Development, 2, 34-47.
  • Ghosh, S. (2004). Teachers' beliefs on gender differences in mathematics education. Doctoral Dissertation, Florida State University Libraries.
  • Pajares, F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332.
  • Peterson, P., Fennema, E., Carpenter, T., & Loef, M. (1989). Teachers’ pedagogical content beliefs in mathematics. Cognition and Instruction, 6, 1-40.
  • Phillips, N., Fuchs, L., Fuchs, D. ve Hamlett. C. (1996). Instructional variables affecting student achievement. Learning Disabilities: Research and Practice, 11(1), 24-33.
  • Raymond, A. M. (1997). Inconsistency between a beginning elementary school teacher's mathematics beliefs and teaching practice. Journal for Research in Mathematics Education, 28(5), 550- 576.
  • Rice, J. K.(2004) Teacher Quality understanding the effectiveness of teacherattributes The Economic Policy Institute EPI Books August, Retrieved (2004) from http://www.epinet.org/content.cfm.economist.
  • Rice, J. K.(2010). The Impact of Teacher Experience Examining the Evidence and Policy Implications. National Center for the Analysis of Longitudinal Data in Education Research.
  • Richardson, V. (2003). Preservice teachers’ beliefs. In J. Rath & A. C. McAninch (Eds.), Advances in teacher education series, (pp. 1-22). Greenwich, CT: Information Age.,
  • Rivkin, S.G., Hanushek, E.A. ve Kain, J.F. (1998) Teachers, Schools, and Academic Achievemt, National Bureau of Economic Research, Cambridge, MA.
  • Roesken, B. ve Törner, G. (2010). Beliefs of university teachers of mathematics. In F. Furinghetti & F. Morselli (Eds.), Proceedings of the conference MAVI-15: Ongoing research on beliefs in mathematics education (pp. 35-46). Genova: Department of Mathematics, University of Genova.
  • Schoenfeld, A.H. (1985). Mathematics problem solving. Orlando, FL: Academic Press.
  • Shulman, L. S. (1986). Paradigms and research programs in the study of teaching: A contemporary perspective. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 3–36). New York: Macmillan.
  • Sigel, I.E. (1985). A conceptual analysis of beliefs. In Sigel, I.E (Ed) Parental belief systems: The psychological consequences for children (p.347-71), Hillsdale, NJ: Lawrence Erlbaum.
  • Thompson, A. G. (1992). Teachers' beliefs and conceptions: A synthesis of the research. In Grouws, D. A. (Ed) Handbook of research on mathematics teaching and learning, (p. 127- 146), New York: Macmillan.
  • Toluk Uçar, Z.& Demirsoy, N. H. (2010). Eski-yeni ikilemi: Matematik öğretmenlerinin matematiksel inançları ve uygulamaları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 39:321-332.
  • Van Zoest, L. R., Jones, G. A. ve Thornton, C. A. (1994). Beliefs about mathematics teaching held by preservice teachers involved in a first grade mentorship program. Mathematics Education Research Journal, 6(1), 37–55.
  • Viholainen, A., Asikainen, M.,& Hirvonen, P. E. (2014). Mathematics student teachers’ epistemolojical beliefs about the nature of mathematics and the goals of mathematics teaching and learning in the beginning of their studies. Eurasia Journal of Mathematics, Science& Technology, 10(2), 159-171.
  • Weinstein, C. S. (1989). Teacher education students’ preconcep¬tions of teaching. Journal of Teacher Education, 39, 53-60.
  • Wilkins, J. ve Brand, B. (2004). Change in preservice teachers’ beliefs: An evaluation of a mathematics methods course. School Science and Mathematics, 104(5), 226-232.
  • Yin, R. K. (2003). Case Study Research Design and Methods (3. Baskı). London: Sage Publications.
There are 55 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Figen Uysal 0000-0002-6550-3042

Yüksel Dede 0000-0001-7634-4908

Publication Date December 20, 2019
Published in Issue Year 2019Volume: 8 Issue: 4

Cite

APA Uysal, F., & Dede, Y. (2019). Matematik Öğretmenlerinin Öğretim Deneyimlerine Göre Matematiksel İnançlarının İncelenmesi. Cumhuriyet Uluslararası Eğitim Dergisi, 8(4), 1102-1129.
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