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Journals / Milli Eğitim / 2012 / Cilt: 41 - Sayı: 194

A qualitative study on teacher views of problem posing in mathematics lesson

Matematik dersinde problem kurmaya yönelik öğretmen görüşleri üzerine nitel bir çalışma

Tuğrul KAR
Cemalettin IŞIK
Pages
199–215
Publication Date
2022-10-18
DOI
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AI Summary & Key Takeaways

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

In the study, it was found that teachers generally have positive attitudes towards problem posing and they asserted that they give problem posing activities in their lessons for learning areas in mathematics except the geometry learning area.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:In this research, the opinions of primary school mathematics teachers were tried to be determined about problem posing.
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Key Findings & Data:The research was carried out in spring semester of 2010-2011education years with 6 primary mathematics teachers who are working in an elementary school in the city center of Erzurum.
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Conclusion & Impact:In the study, it was found that teachers generally have positive attitudes towards problem posing and they asserted that they give problem posing activities in their lessons for learning areas in mathematics except the geometry learning area.
🔬Design:Research Article
📍Scope:2010 Verileri
⚙️Variables:Domain Parameters

Abstract

In this research, the opinions of primary school mathematics teachers were tried to be determined about problem posing. The research was carried out in spring semester of 2010-2011education years with 6 primary mathematics teachers who are working in an elementary school in the city center of Erzurum. The data were collected by using the interview form which was prepared on the basis of problem posing. The data obtained were analyzed according to categorical analysis method which is one of the content analysis methods. In the study, it was found that teachers generally have positive attitudes towards problem posing and they asserted that they give problem posing activities in their lessons for learning areas in mathematics except the geometry learning area. In addition, teachers stated that they used structured and semi-structured problem posing activities in the teaching process in general. On the other hand, they do not perform free problem posing activities in their lessons.

Özet

Bu araştırmada, ilköğretim matematik öğretmenlerinin, problem kurmaya yönelik görüşlerinin ortaya konulması amaçlanmıştır. Araştırma, Erzurum il merkezinde görev yapan 6 ilköğretim matematik öğretmeni ile 2010- 2011 eğitim-öğretim yılı ikinci döneminde yürütülmüştür. Araştırmada veriler, problem kurmaya yönelik hazırlanan görüşme formu kullanılarak toplanmıştır. Elde edilen veriler, içerik analiz türleri içerisinde yer alan kategorisel analiz tekniği kullanılarak çözümlenmiştir. Araştırmada, öğretmenlerin problem kurmaya yönelik genel olarak olumlu görüşlere sahip oldukları, geometri dışındaki diğer öğrenme alanlarında problem kurma etkinliklerine yer verdikleri sonucuna ulaşılmıştır. Ayrıca öğretmenlerin ders sürecinde genel olarak yapılandırılmış ve yarı-yapılandırılmış problem kurma etkinliklerine yer verdikleri, buna karşın serbest problem kurma etkinlikleri yaptırmadıkları tespit edilmiştir.

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Cite This Article

KAR, T., IŞIK, C. (2022). A qualitative study on teacher views of problem posing in mathematics lesson. Milli Eğitim, Cilt: 41 - Sayı: 194, 199–215. https://ajindex.com/articles/580862

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