SavedAdd your journal

Journals / Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi / 2022 / Cilt: 16 - Sayı: 2

Secondary school mathematics teachers’ understanding of materials and materials they create

Ortaöğretim Matematik Öğretmenlerinin Öğretim Materyalleri Hakkindaki Anlayişlari Ve Ürettikleri Materyaller

Emine Nur ÜNVEREN BİLGİÇ
Ziya ARGÜN
Pages
304–325
Publication Date
2022-12-31
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

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

The results revealed while manipulatives in pre-education could be only observed by students; in post-education they were experienced by students, with teacher acting as a guide.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The study aimed to examine mathematics teachers’ materials usage in instructional design and was carried out via qualitative paradigm of action research with eight teachers working at the Ministry of National Education.
📊
Key Findings & Data:Eleven sessions were held in total and data were gathered through semi-structured interviews, written documents, video recordings and focus group interviews.
💡
Conclusion & Impact:The results revealed while manipulatives in pre-education could be only observed by students; in post-education they were experienced by students, with teacher acting as a guide.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:öğretmen eğitimi · öğretim tasarımı · manipülatif

Abstract

The study aimed to examine mathematics teachers’ materials usage in instructional design and was carried out via qualitative paradigm of action research with eight teachers working at the Ministry of National Education. Eleven sessions were held in total and data were gathered through semi-structured interviews, written documents, video recordings and focus group interviews. The data were analyzed via content analysis and constant comparative analysis. The results revealed while manipulatives in pre-education could be only observed by students; in post-education they were experienced by students, with teacher acting as a guide.

Özet

Araştırmanın amacı; matematik öğretmenlerinin öğretim tasarımı sürecinde materyal kullanımlarının incelenmesidir. Eylem araştırmasının nitel paradigmasıyla gerçekleştirilen araştırma, Milli Eğitim Bakanlığı bünyesinde görev yapmakta olan sekiz öğretmenin katıldığı bir eğitim sürecinde gerçekleştirilmiştir. Katılımcılar ile birlikte toplam onbir oturum gerçekleştirilmiş olup veriler yarı-yapılandırılmış görüşmeler, yazılı dokümanlar, video kayıtları ve odak grup görüşmeleri ile toplanmıştır. Veriler içerik analizi ve sürekli karşılaştırmalı analiz yoluyla analiz edilmiştir. Araştırmanın sonucunda; katılımcıların eğitim öncesi öğretim tasarımlarında yer verdikleri materyallerin öğretmen kullanımına açık, öğrencinin yalnızca izleyebildiği yapıda olduğu görülürken; eğitim sonrasında öğrencinin yaparak-yaşayarak deneyimleyebileceği, öğretmenin sadece rehber olduğu materyallere yer verdikleri görülmektedir.

🔖

Cite This Article

BİLGİÇ, E. N. Ü., ARGÜN, Z. (2022). Secondary school mathematics teachers’ understanding of materials and materials they create. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, Cilt: 16 - Sayı: 2, 304–325. https://ajindex.com/articles/862170

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (7)

  1. Abrami, P. 2001. Improving judgements about teaching effectiveness using teacher rating forms. New Directions for Instutional Research, 109(1), 59-87.
  2. Bellinio, J. (2012). Multi-Sensory Manipulatives in Mathematics: Linking the Abstract to the Concrete. Yale-New Haven Teachers Institute. Boggan, M., Harper, S, & Whitmire, A. (2010). Using manipulatives to teach elementary mathematics. Journal of Instructional Pedagogies, 3(1), 1-6.
  3. Bozkurt, A., &Akalın, S. (2010). Matematik öğretiminde materyal geliştirmenin ve kullanımının yeri, önemi ve bu konuda öğretmenin rolü [The place and importance of material development and usage in mathematics teaching and the role of teacher in this subject]. Dumlupınar University The Journal of Education Faculty, 27(1), 556-558.
  4. Cope, L. (2015). Math manipulatives: Making the abstract tangible. Delta Journal of Education, 5(1), 10-19.
  5. Cummings, T., & Worley, C. (1997). Organization development and change. Cincinnati: South-Western College. Dennis, R. (2011). The effects of the use of manipulatives on the comprehension of math concepts among fifth-grade students. Domino, J. (2010). The effects of physical manipulatives on achievement mathematics in grades K-6: a meta-analysis. Doctoral Thesis, State University of New York: Departmente of Learning anda Instruction Faculty of the Graduate School of the University Buffalo, New York. Haara, F. (2010). Unveiling teachers’ reasons for choosing practical activities in mathematics teaching. Doctoral Thesis, University of Bergen, Norway. Hartshorn, R., & Boren, S. (1990). Experiential learning of mathematics: Using manipulatives. ERIC Publications, ERIC Digests. Huentick, L., & Munshin, S. (2004). Teaching mathematics for the 21st century methods and activities for grades 6-12. USA: Pearson and Merril Prentice. Holmes, A. (2013). Effects of manipulative use on PK-12 mathematics achievement: A meta-analysis. Poster presented at the meeting of Society for Research in Educational Effectiveness, Washington, DC. İnan, C. (2013). Influence of the Constructivist Learning Approach on Students' Levels of Learning Trigonometry and on Their Attitudes towards Mathematics. Hacettepe University Journal of Eduction Faculty, 28 (3), 219-234. http://www.efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/219-published.pdf
  6. Kamii, C, Lewis, B., & Kirkland, L. (2001). Manipulatives: When are they useful? Journal of Mathematical Behaviour, 20, 21-31.
  7. Kelly, Ce. (2006). Using manipulatives in mathematical prob