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Journals / Eğitimde Nitel Araştırmalar Dergisi / 2019 / Cilt: 7 - Sayı: 2

Teaching Experiment Methodology for Investigating Students’ Mathematics: Theoretical Foundations and Reflections from an Exemplary Application

Öğrenci Matematiğini Araştırmada Öğretim Deneyi Yöntemi: Kuramsal Temeller ve Örnek Bir Uygulamadan Yansımalar

Candaş UYGAN
Pages
792–825
Publication Date
2022-11-06
DOI
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AI Summary & Key Takeaways

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

While the main elements of the teaching experiments are exploratory teaching,teaching episodes, clinical interviews, retrospective conceptual analysis and living models of thestudents’ mathematics, in this study the aforementioned elements are explained with relation to thewriter’s experiences gained from an exemplary teaching experiment.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:In this study theoretical foundations and historical changes of the teaching experimentmethod, commonly conducted in the current mathematics education researches, and the features of thevarious teaching experiment types are explained.
📊
Key Findings & Data:The teaching experiment method, first conducted inthe Union of Soviet Socialist Republics in 1960s, was then divided to various types like constructivistteaching experiment emerging after 1976 and classroom teaching experiment developing in 1990s inthe USA.
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Conclusion & Impact:While the main elements of the teaching experiments are exploratory teaching,teaching episodes, clinical interviews, retrospective conceptual analysis and living models of thestudents’ mathematics, in this study the aforementioned elements are explained with relation to thewriter’s experiences gained from an exemplary teaching experiment.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Öğretim deneyi · Sovyet öğretim deneyi · yapılandırmacı yaklaşım

Abstract

In this study theoretical foundations and historical changes of the teaching experimentmethod, commonly conducted in the current mathematics education researches, and the features of thevarious teaching experiment types are explained. The teaching experiment method, first conducted inthe Union of Soviet Socialist Republics in 1960s, was then divided to various types like constructivistteaching experiment emerging after 1976 and classroom teaching experiment developing in 1990s inthe USA. In the Soviet type teaching experiment, it is aimed to design learning environments in whichthe teacher intervenes the students’ learning processes with intent to obtain prior certain learningachievements stated. The constructivist teaching experiment focuses on the design of learningenvironments which are appropriate with one or more students’ preknowledge and possiblealternative learning processes and also aims to model their learning trajectories. In the classroomteaching experiment, in addition to individual psychological factors, social factors are also consideredand it is investigated how students’ mathematical knowledge is constructed within classroom normsand social interactions. While the main elements of the teaching experiments are exploratory teaching,teaching episodes, clinical interviews, retrospective conceptual analysis and living models of thestudents’ mathematics, in this study the aforementioned elements are explained with relation to thewriter’s experiences gained from an exemplary teaching experiment.

Özet

Bu çalışmada günümüzün matematik eğitimi araştırmalarında yaygın olarak kullanılan öğretimdeneyi yönteminin kuramsal temelleri, tarihsel gelişimi ve farklı türdeki öğretim deneylerininözellikleri açıklanmıştır. İlk kez 1960’lı yıllarda Sovyet Sosyalist Cumhuriyetler Birliği’ndekullanılan öğretim deneyinin 1976’dan sonra ABD’de “yapılandırmacı öğretim deneyi”; 1990’lı yıllariçerisinde ise “sınıf öğretim deneyi” isimlerinde yeni türlerinin oluşturulduğu bilinmektedir. Sovyetöğretim deneylerinde öğrencilerin hedeflenen matematiksel kazanımları elde etmelerinde öğretmeninmüdahaleci desteklerini içeren uygun öğrenme ortamlarının hazırlanması ön plandayken,yapılandırmacı öğretim deneyinde bir veya birkaç öğrencinin ön bilgisine dayanan uygun öğrenmeortamlarının hazırlanması ve öğrenme süreçlerinin modellenmesi odaktadır. Sınıf öğretim deneyindeise öğrenmenin bireysel boyutunun yanında sosyal boyutu da ele alınmakta ve matematiksel bilgininsınıf normları ve sosyal etkileşimler bağlamında nasıl yapılandırıldığı incelenmektedir. Öğretimdeneyinin temel unsurları keşfedici öğretim, öğretim bölümleri, klinik görüşmeler, geriye dönükkavramsal analizler ve öğrenci matematiğine ilişkin yaşayan modeller olarak tanımlanırken, sözkonusu unsurlar örnek bir öğretim deneyinden yazarın edindiği deneyimlerle birlikte açıklanmaktadır.

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Cite This Article

UYGAN, C. (2022). Teaching Experiment Methodology for Investigating Students’ Mathematics: Theoretical Foundations and Reflections from an Exemplary Application. Eğitimde Nitel Araştırmalar Dergisi, Cilt: 7 - Sayı: 2, 792–825. https://ajindex.com/articles/649937

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