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Matematik Öğretmenlerinin İdeal Geometri Öğretimine İlişkin İnançları ile Öğretim Uygulamaları Arasındaki Uyumsuzluklar

Year 2015, Volume: 28 Issue: 1, 131 - 153, 29.12.2015
https://doi.org/10.19171/uuefd.81537

Abstract

Bu çalışmanın amacı Türkiye’deki ortaokul matematik öğretmenlerinin bir
geometri dersine ilişkin görüşleri ile öğretim uygulamaları arasındaki
uyumsuzlukları ve bu uyumsuzlukların nedenlerini ortaya koymaktır. Çalışmanın
yöntemi durum çalışmasıdır. Sekiz öğretmen üzerinde yürütülmüştür. Öğretmenlerin
her biri 8’er ders saati olmak üzere, geometri konularının anlatıldığı toplam 64 ders
saatinde gözlemlenmiştir. Daha sonra öğretmenlerle 30-35 dakikalık yarı
yapılandırılmış görüşmeler gerçekleştirilmiştir. Toplanan veriler içerik analizine tabi
tutulmuştur. Öğretmenlerin, derslerinde geleneksel yaklaşıma daha yakın olmalarına
karşın görüşmelerde yapılandırmacı bir öğretim yaklaşımından yana oldukları
görülmüştür. Öğretmen davranışları ile ifadelerinin etkili matematik öğretimi
bakımından tutarlılığı incelenmiştir. Sonuç olarak, farklılığın gerçek hayatla
ilişkilendirme ve problem çözme hususlarında daha belirgin olduğu görülmüştür. Bu
uyumsuzlukların giderilmesinde, eğitim öğretimdeki reform hareketlerinin
uygulamaya geçirilmesinin de yararlı olabileceği düşünülmüştür.

References

  • Bryan, C. A., Wang, T., Perry, B., Wong, N., & Cai, J. 2007. Comparison and contrast: similarities and differences of teachers’ views of effective mathematics teaching and learning from our regions. ZDM International Journal on Mathematics Education. 39, 329-340.
  • Budak, M., & Okur, M. 2012. Teacher views about curriculum of 2005 elementary level mathematic course 6-8. classes. International Journal of New Trends in Arts, Sports & Science Education, 1(4), 8-22.
  • Dionne, J. J. 1984. The perception of mathematics among elementary school teachers. In J. M. Moser (Ed.), Proceedings of 6thConference of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 223-228). Madison (WI): University of Wisconsin: PME NA
  • Ernest, P. 1989. The impact of beliefs on the teaching of mathematics. In P. Ernest (Eds.), Mathematics teaching the state of the art (pp 249-254). New York: Flamer.
  • Francis, D. I. C. 2015. Dispelling the notion of inconsistencies in teachers' mathematics beliefs and practices: A 3-year case study. Journal of Mathematics Teacher Education, 18, 173-201.
  • Hare, M. 1999. Revealing what urban early childhood teachers think about mathematics and how they teach it: implications for practice. University of North Texas.
  • Haser, C., & Dogan O. 2012. Pre-service mathematics teachers’ belief systems. Journal of Education for teaching, 38(3), 261-274.
  • Isık, C., & Kar, T. 2012. Teachers’ views about elementary education mathematics curriculum and its application. Erzincan University Journal of Education Faculty, 14(1), 1-24.
  • Kaiser, G., & Vollstedt M. 2007. Teachers’ views on effective mathematics teaching: commentaries from a European perspective. ZDM International Journal on Mathematics Education, 39, 341-348.
  • Leatham, K. R. 2006. Viewing mathematics teachers' beliefs as sensible systems. Journal of Mathematics Teacher Education, 9, 91-102.
  • Li, M., & Y, P. 2010. Study on the inconsistency between an pre-service teacher’s mathematics education beliefs and mathematics teaching practice. Journal of Mathematics Education, 3(2), 40-57.
  • Liljedahl, P. 2008. Teachers' insights into the relationship between beliefs and practice. In J. Maab & W. Schloglmann (Eds.), Beliefs and attitudes in mathematics education: New research results (pp. 33-44). Rotterdam, NL: Sense Publishe.
  • Mesin, D. 2008. Yenilenen altıncı sınıf matematik öğretim programının uygulanması sürecinde öğretmenlerin karşılaştıkları sorunlar (Unpublished master dissertation). Sakarya University, Sakarya, Turkey.
  • Oren, T. Z. 2010. İlköğretim 8. sınıf yeni matematik müfredatının matematik öğretmenleri görüşleri ışığında incelenmesi (Unpublished master dissertation). Marmara University, İstanbul, Turkey.
  • Pajares, M. F. 1992. Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307–332.
  • Perry, B. 2007. Australian teachers’ views of effective mathematics teaching and learning. ZDM International Journal on Mathematics Education, 39, 271- 286.
  • Speer, N. M. 2005. Issues of methods and theory in the study of mathematics teachers' professed and attributed beliefs. Educational Studies in Mathematics, 58, 361-391.
  • Stipek, D. J., Givvin, K. B., Salmon, J. M., & MacGyvers, V. L. 2001. Teachers’ beliefs and practices related to mathematics instruction. Teaching and Teacher Education, 17, 213-226.
  • Toptas, V. 2012. Elementary school teachers’ opinions on instructional methods used in mathematics classes. Education and Science, 37(166), 116-128.
  • Turk, N. 2011. Sekizinci sınıf matematik ders programına ve uygulanabilirliğine ilişkin öğretmen görüşlerinin incelenmesi (Unpublished master dissertation). Eskişehir Osmangazi University, Eskişehir, Turkey.
  • Viholainen, A. Asikainen, M. & Hirvonen, P. E. 2014. Mathematics student teachers’ epistemological 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 Education, 10(2), 15-171.
  • Wang, T., & Cai, J. 2007. Chinese (Mainland) teachers’ views of effective mathematics teaching and learning. ZDM International Journal on Mathematics Education, 39, 287-300.
  • Wong, N. 2007. Hong Kong teachers’ views of effective mathematics teaching and learning. ZDM International Journal on Mathematics Education, 39, 301- 314.
Year 2015, Volume: 28 Issue: 1, 131 - 153, 29.12.2015
https://doi.org/10.19171/uuefd.81537

Abstract

References

  • Bryan, C. A., Wang, T., Perry, B., Wong, N., & Cai, J. 2007. Comparison and contrast: similarities and differences of teachers’ views of effective mathematics teaching and learning from our regions. ZDM International Journal on Mathematics Education. 39, 329-340.
  • Budak, M., & Okur, M. 2012. Teacher views about curriculum of 2005 elementary level mathematic course 6-8. classes. International Journal of New Trends in Arts, Sports & Science Education, 1(4), 8-22.
  • Dionne, J. J. 1984. The perception of mathematics among elementary school teachers. In J. M. Moser (Ed.), Proceedings of 6thConference of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 223-228). Madison (WI): University of Wisconsin: PME NA
  • Ernest, P. 1989. The impact of beliefs on the teaching of mathematics. In P. Ernest (Eds.), Mathematics teaching the state of the art (pp 249-254). New York: Flamer.
  • Francis, D. I. C. 2015. Dispelling the notion of inconsistencies in teachers' mathematics beliefs and practices: A 3-year case study. Journal of Mathematics Teacher Education, 18, 173-201.
  • Hare, M. 1999. Revealing what urban early childhood teachers think about mathematics and how they teach it: implications for practice. University of North Texas.
  • Haser, C., & Dogan O. 2012. Pre-service mathematics teachers’ belief systems. Journal of Education for teaching, 38(3), 261-274.
  • Isık, C., & Kar, T. 2012. Teachers’ views about elementary education mathematics curriculum and its application. Erzincan University Journal of Education Faculty, 14(1), 1-24.
  • Kaiser, G., & Vollstedt M. 2007. Teachers’ views on effective mathematics teaching: commentaries from a European perspective. ZDM International Journal on Mathematics Education, 39, 341-348.
  • Leatham, K. R. 2006. Viewing mathematics teachers' beliefs as sensible systems. Journal of Mathematics Teacher Education, 9, 91-102.
  • Li, M., & Y, P. 2010. Study on the inconsistency between an pre-service teacher’s mathematics education beliefs and mathematics teaching practice. Journal of Mathematics Education, 3(2), 40-57.
  • Liljedahl, P. 2008. Teachers' insights into the relationship between beliefs and practice. In J. Maab & W. Schloglmann (Eds.), Beliefs and attitudes in mathematics education: New research results (pp. 33-44). Rotterdam, NL: Sense Publishe.
  • Mesin, D. 2008. Yenilenen altıncı sınıf matematik öğretim programının uygulanması sürecinde öğretmenlerin karşılaştıkları sorunlar (Unpublished master dissertation). Sakarya University, Sakarya, Turkey.
  • Oren, T. Z. 2010. İlköğretim 8. sınıf yeni matematik müfredatının matematik öğretmenleri görüşleri ışığında incelenmesi (Unpublished master dissertation). Marmara University, İstanbul, Turkey.
  • Pajares, M. F. 1992. Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307–332.
  • Perry, B. 2007. Australian teachers’ views of effective mathematics teaching and learning. ZDM International Journal on Mathematics Education, 39, 271- 286.
  • Speer, N. M. 2005. Issues of methods and theory in the study of mathematics teachers' professed and attributed beliefs. Educational Studies in Mathematics, 58, 361-391.
  • Stipek, D. J., Givvin, K. B., Salmon, J. M., & MacGyvers, V. L. 2001. Teachers’ beliefs and practices related to mathematics instruction. Teaching and Teacher Education, 17, 213-226.
  • Toptas, V. 2012. Elementary school teachers’ opinions on instructional methods used in mathematics classes. Education and Science, 37(166), 116-128.
  • Turk, N. 2011. Sekizinci sınıf matematik ders programına ve uygulanabilirliğine ilişkin öğretmen görüşlerinin incelenmesi (Unpublished master dissertation). Eskişehir Osmangazi University, Eskişehir, Turkey.
  • Viholainen, A. Asikainen, M. & Hirvonen, P. E. 2014. Mathematics student teachers’ epistemological 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 Education, 10(2), 15-171.
  • Wang, T., & Cai, J. 2007. Chinese (Mainland) teachers’ views of effective mathematics teaching and learning. ZDM International Journal on Mathematics Education, 39, 287-300.
  • Wong, N. 2007. Hong Kong teachers’ views of effective mathematics teaching and learning. ZDM International Journal on Mathematics Education, 39, 301- 314.
There are 23 citations in total.

Details

Primary Language en;tr
Journal Section Articles
Authors

Hatice Güler This is me

Murat Altun

Publication Date December 29, 2015
Submission Date December 29, 2015
Published in Issue Year 2015 Volume: 28 Issue: 1

Cite

APA Güler, H., & Altun, M. (2015). Matematik Öğretmenlerinin İdeal Geometri Öğretimine İlişkin İnançları ile Öğretim Uygulamaları Arasındaki Uyumsuzluklar. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 28(1), 131-153. https://doi.org/10.19171/uuefd.81537