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Journals / Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi / 2015 / Cilt: 9 - Sayı: 1

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Ortaokul Matematik Öğretmenlerinin Temsil Kullanımına İlişkin Öğrenci ve Öğretim Stratejileri Bilgileri

DENİZ EROĞLU
DİLEK TANIŞLI
Pages
275–307
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Furthermore, results showed that -contrary to expectations- less-experienced and highly experienced teachers showed similar results in terms of their interpretations of students’ answers and offered strategies in order to overcome students’ errors

📌 3 Key Takeaways

🎯
Objective & Hypothesis:– Knowledge of students and knowledge of teaching strategies could be regarded as the main components of teachers’ knowledge.
📊
Key Findings & Data:The purpose of this study was to investigate how elementary mathematics teachers interpret the students’ answers including erroneous representation, which strategies these teachers offer to overcome students’ errors and how their interpretations and offered strategies differ in terms of their experience years.
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Conclusion & Impact:Furthermore, results showed that -contrary to expectations- less-experienced and highly experienced teachers showed similar results in terms of their interpretations of students’ answers and offered strategies in order to overcome students’ errors
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Matematik öğretmeni · temsil · öğrenci bilgisi

Abstract

– Knowledge of students and knowledge of teaching strategies could be regarded as the main components of teachers’ knowledge. The purpose of this study was to investigate how elementary mathematics teachers interpret the students’ answers including erroneous representation, which strategies these teachers offer to overcome students’ errors and how their interpretations and offered strategies differ in terms of their experience years. Basic qualitative research approach was used. For the purpose of the study, clinical interviews were conducted with 5 elementary mathematics teachers, and 3 of teachers’ professional experience is less than ten years and 2 of teachers’ professional experience is more than thirty years. Results of the study revealed that teachers poorly interpret the students’ errors and correspondingly they offer only limited strategies in order to overcome students’ errors. Furthermore, results showed that -contrary to expectations- less-experienced and highly experienced teachers showed similar results in terms of their interpretations of students’ answers and offered strategies in order to overcome students’ errors

Özet

Öğrenci bilgisi ve öğretim stratejileri bilgisi öğretmenin sahip olması gereken bilginin temel bileşenleri olarak görülebilir. Bu çalışmada ortaokul matematik öğretmenlerinin öğrencilerin hatalı temsil içeren yanıtlarını nasıl yorumladıklarını, bu hatalı yanıtlar için hangi öğretim stratejilerini önerdikleri, bu yorum ve stratejilerin mesleki deneyim yılına göre nasıl değiştiğini belirlemek amaçlanmıştır. Araştırmada temel nitel araştırma yaklaşımı benimsenmiştir. Araştırmanın amacı doğrultusunda mesleki deneyimi on yılın altında olan 3 ve mesleki deneyimi otuz yılın üzerinde olan 2 toplamda 5 ortaokul matematik öğretmeni ile klinik görüşmeler gerçekleştirilmiştir. Verilerin analizi sonucunda öğretmenlerin öğrenci hatalarını yorumlamada yetersiz kaldıkları ve buna bağlı olarak da önerdikleri stratejilerin çeşitliliğinin az olduğu ortaya çıkmıştır. Sonuçlar mesleki deneyim yıllarına göre incelendiğinde ise deneyimli ve deneyimi az olan öğretmenlerin öğrenci yorumlarının ve önerdikleri stratejilerin benzer olduğu görülmüştür.

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Cite This Article

EROĞLU, D., TANIŞLI, D. (2015). -. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, Cilt: 9 - Sayı: 1, 275–307. https://ajindex.com/articles/289966

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