Analysis of Mathematics Teacher Candidates' Metacognitive Regulation Skills in the Context of Problem-posing Activity

Sevilay Alkan; Duygu Arabacı; Ebru Saka

doi:10.30703/cije.1248414

TR EN

Matematik Öğretmeni Adaylarının Üstbiliş Düzenleme Becerilerinin Problem Kurma Etkinliği Bağlamında İncelenmesi

Öz

Bu çalışmada ilköğretim matematik öğretmen adaylarının problem kurma sürecinde sergiledikleri üstbiliş düzenleme becerilerinin incelenmesi amaçlanmıştır. Araştırmada nitel bir veri yaklaşımı olan durum çalışması deseni kullanılmıştır. Araştırmanın katılımcılarını bir devlet üniversitesinin İlköğretim Matematik Öğretmenliği programı 2. sınıfında öğrenim görmekte olan 5 ilköğretim matematik öğretmeni adayı oluşturmaktadır. Araştırmanın verileri Getzels ve Jackson (1962) tarafından oluşturulup 1993 yılında Leung tarafından düzenlenen ve “House Problem” olarak adlandırılan yarı-yapılandırılmış problem kurma etkinliği ile toplanmıştır. Öğretmen adaylarının bu etkinliğe yönelik problem kurma çalışmaları tamamlandıktan sonra katılımcılarla yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Elde edilen veriler araştırmacılar tarafından hazırlanan üstbiliş düzenleme becerilerine (tahmin, planlama, izleme ve değerlendirme) yönelik teorik çatıya göre analiz edilmiştir. İlköğretim matematik öğretmeni adaylarının problem kurma durumlarında sergiledikleri üstbiliş düzenleme becerilerinde, genel olarak öğretmen adaylarının tahmin ve izleme becerilerinin, planlama ve değerlendirme becerilerine göre daha yüksek olduğu sonucuna ulaşılmıştır. Alanyazında problem çözme sürecinde üstbiliş becerilerini inceleyen çok sayıda çalışma olmasına rağmen problem kurma sürecinde üstbiliş becerilerine odaklanan araştırmalar oldukça azdır. Bu nedenle problem kurma sürecinde öğrencilerin ve öğretmenlerin üstbiliş becerilerine odaklanan çalışmaların yapılmasının alana katkı sağlayacağı düşünülmektedir.

Anahtar Kelimeler

Analysis of Mathematics Teacher Candidates' Metacognitive Regulation Skills in the Context of Problem-posing Activity

Öz

This study aimed to examine the metacognitive regulation skills of elementary mathematics teacher (EMT) candidates during the problem-posing process. The case study method, a qualitative data approach, was used in the study. The participants were five EMT candidates studying in the 2nd year of a state university's Elementary Mathematics Teaching program. The study data were collected using a semi-structured problem-posing activity called "House Problem" created by Getzels and Jackson (1962) and organized by Leung in 1993. The problems posed by teacher candidates were completed, semi-structured interviews were conducted with the participants. The data obtained were analyzed according to the researchers' theoretical framework for metacognitive regulation skills (prediction, planning, monitoring, and evaluation). Regarding the metacognitive regulation skills exhibited by EMT candidates in problem-posing situations, the study concluded that their prediction and monitoring skills were higher than their planning and evaluation skills. Many studies in the literature examined metacognitive skills in the problem-solving process, but the studies focusing on metacognitive skills in the problem-posing process are rare. For this reason, it is thought that the studies focusing on the metacognitive skills of students and teachers in the problem-posing process will contribute to the field.

Anahtar Kelimeler

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Matematik Eğitimi

Bölüm

Araştırma Makalesi

Yazarlar

Sevilay Alkan
0000-0002-6918-3832
Türkiye

Duygu Arabacı
0000-0001-9972-3644
Türkiye

Ebru Saka ^*
0000-0003-1975-3160
Türkiye

Yayımlanma Tarihi

28 Eylül 2023

Gönderilme Tarihi

6 Şubat 2023

Kabul Tarihi

23 Haziran 2023

Yayımlandığı Sayı

Yıl 2023 Cilt: 12 Sayı: 3

DOI

https://doi.org/10.30703/cije.1248414

IZ

https://izlik.org/JA98HY27JP

Kaynak Göster

RIS / Bibtex

APA

Alkan, S., Arabacı, D., & Saka, E. (2023). Analysis of Mathematics Teacher Candidates’ Metacognitive Regulation Skills in the Context of Problem-posing Activity. Cumhuriyet Uluslararası Eğitim Dergisi, 12(3), 653-672. https://doi.org/10.30703/cije.1248414

AMA

1.Alkan S, Arabacı D, Saka E. Analysis of Mathematics Teacher Candidates’ Metacognitive Regulation Skills in the Context of Problem-posing Activity. CUE. 2023;12(3):653-672. doi:10.30703/cije.1248414

Chicago

Alkan, Sevilay, Duygu Arabacı, ve Ebru Saka. 2023. “Analysis of Mathematics Teacher Candidates’ Metacognitive Regulation Skills in the Context of Problem-posing Activity”. Cumhuriyet Uluslararası Eğitim Dergisi 12 (3): 653-72. https://doi.org/10.30703/cije.1248414.

EndNote

Alkan S, Arabacı D, Saka E (01 Eylül 2023) Analysis of Mathematics Teacher Candidates’ Metacognitive Regulation Skills in the Context of Problem-posing Activity. Cumhuriyet Uluslararası Eğitim Dergisi 12 3 653–672.

IEEE

[1]S. Alkan, D. Arabacı, ve E. Saka, “Analysis of Mathematics Teacher Candidates’ Metacognitive Regulation Skills in the Context of Problem-posing Activity”, CUE, c. 12, sy 3, ss. 653–672, Eyl. 2023, doi: 10.30703/cije.1248414.

ISNAD

Alkan, Sevilay - Arabacı, Duygu - Saka, Ebru. “Analysis of Mathematics Teacher Candidates’ Metacognitive Regulation Skills in the Context of Problem-posing Activity”. Cumhuriyet Uluslararası Eğitim Dergisi 12/3 (01 Eylül 2023): 653-672. https://doi.org/10.30703/cije.1248414.

JAMA

1.Alkan S, Arabacı D, Saka E. Analysis of Mathematics Teacher Candidates’ Metacognitive Regulation Skills in the Context of Problem-posing Activity. CUE. 2023;12:653–672.

MLA

Alkan, Sevilay, vd. “Analysis of Mathematics Teacher Candidates’ Metacognitive Regulation Skills in the Context of Problem-posing Activity”. Cumhuriyet Uluslararası Eğitim Dergisi, c. 12, sy 3, Eylül 2023, ss. 653-72, doi:10.30703/cije.1248414.

Vancouver

1.Sevilay Alkan, Duygu Arabacı, Ebru Saka. Analysis of Mathematics Teacher Candidates’ Metacognitive Regulation Skills in the Context of Problem-posing Activity. CUE. 01 Eylül 2023;12(3):653-72. doi:10.30703/cije.1248414