Ortaokul Matematik Öğretmen Adaylarının İdeal Matematik Öğrenme Ortamlarına Yönelik İnanışları

Deniz Eroğlu; Okan Arslan

doi:10.30703/cije.1317959

TR EN

Ortaokul Matematik Öğretmen Adaylarının İdeal Matematik Öğrenme Ortamlarına Yönelik İnanışları

Öz

Öğretmen ve öğretmen adaylarının matematik eğitimine ilişkin inanışlarının öğretim pratikleri ile ilişkili olduğu bilinmektedir. Bu nedenle bu çalışmada ortaokul matematik öğretmen adaylarının ideal matematik öğrenme ortamlarına yönelik inanışları çizimleri yoluyla araştırılmıştır. Çalışmaya matematik öğretimine yönelik bir eğitim etkinliği kapsamında katılım gösteren farklı üniversitelerden 20 ortaokul matematik öğretmen adayı katılmıştır. Öğretmen adaylarından ideallerindeki matematik öğrenme ortamını çizmeleri ve çizimlerini açıklamaları istenmiştir. Matematik öğrenme ortamları öğrenciye bakış açısı, öğretmenin rolü, kullanılan araçlar ve öğrenme ortamının yapısı göz önünde bulundurularak analiz edilmiştir. Nitel analiz sonuçlarına göre öğretmen adaylarının en çok sosyal ortama uygun matematik öğrenme ortamı çizdikleri görülmüştür. Sonrasında ise çoktan aza doğru sırasıyla açık, aktif, karma ve geleneksel ortama yönelik çizimlerin yapıldığı görülmüştür. Öğretmen adaylarının ideal matematik öğrenme ortamlarına yönelik çizimleri değerlendirildiğinde ağırlıklı olarak öğrenci merkezli matematik eğitimine uygun (sosyal, aktif, açık ve karma) ortamlar tasarladıkları görülmüştür. Bu sonuçtan hareketle öğretmen adaylarının matematik eğitimine yönelik öğrenci merkezli inanışlarını destekleyebilecek uygulamalar tartışılmıştır. Ayrıca, geleneksel anlayışa sahip olan öğretmen adaylarının inanışlarının ulusal matematik öğretimi ve öğretmen eğitimi politikaları ile uyumlu hale getirebilmek adına yapılabilecekler hakkında önerilerde bulunulmuştur.

Anahtar Kelimeler

Beliefs of Prospective Elementary Mathematics Teachers Regarding Ideal Mathematics Learning Environments

Abstract

It is well-established that teachers' and prospective teachers' beliefs about mathematics education are related to their teaching practices. This study, therefore, investigated the beliefs of 20 prospective middle school mathematics teachers regarding ideal mathematics learning environments through their drawings. The prospective teachers were asked to draw and explain their ideal mathematics learning environment. These environments were analyzed based on the vision of the learner, the role of the teacher, the tools used, and the structure of the learning environment. According to the results of the qualitative analysis, it was seen that the prospective teachers mostly drew the mathematics learning environment suitable for the social environment. Following that, it was seen that most of the drawings were in line with the open, active, blended, and traditional environments, respectively. Based on the analysis of the prospective teachers' drawings of ideal mathematics learning environments, it was seen that they predominantly designed environments suitable for learner-centred mathematics education (social, active, open, and blended). Practices to support these prospective teachers' learner-centred beliefs about mathematics education were discussed. Furthermore, suggestions were made about practices to transform the traditional beliefs of prospective teachers into learner-centred beliefs in accordance with the national mathematics teaching and teacher education policies.

Keywords

Destekleyen Kurum

TÜBİTAK BİLİM İNSANI DESTEKLEME PROGRAMLARI BAŞKANLIĞI

Proje Numarası

1129B372100783

Teşekkür

Bu çalışma TÜBİTAK-BİDEB tarafından finansal olarak desteklenen 1129B372100783 nolu projenin bir parçasıdır.

Kaynakça

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Ayrıntılar

Birincil Dil

Türkçe

Konular

Matematik Eğitimi

Bölüm

Araştırma Makalesi

Yazarlar

Deniz Eroğlu ^*
0000-0001-7863-5055
Türkiye

Okan Arslan
0000-0001-9305-2691
Türkiye

Yayımlanma Tarihi

26 Haziran 2024

Gönderilme Tarihi

21 Haziran 2023

Kabul Tarihi

4 Şubat 2024

Yayımlandığı Sayı

Yıl 2024 Cilt: 13 Sayı: 2

DOI

https://doi.org/10.30703/cije.1317959

IZ

https://izlik.org/JA63UJ72EF

Kaynak Göster

RIS / Bibtex

APA

Eroğlu, D., & Arslan, O. (2024). Ortaokul Matematik Öğretmen Adaylarının İdeal Matematik Öğrenme Ortamlarına Yönelik İnanışları. Cumhuriyet Uluslararası Eğitim Dergisi, 13(2), 397-411. https://doi.org/10.30703/cije.1317959