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Ortaokul Matematik Öğretmeni Adaylarının Derslerindeki Argümantasyon Sürecine İlişkin Fark Etme Becerilerinin İncelenmesi

Examination of Pre-Service Middle School Mathematics Teachers' Noticing Skills Regarding the Argumentation Process in their Lessons

Berna Tataroğlu Taşdan(Dokuz Eylül Üniversitesi)0000-0002-5851-6144
Melike Yiğit Koyunkaya(DOKUZ EYLÜL ÜNİVERSİTESİ)0000-0002-7872-3917
Ayşe Tekin Dede(DOKUZ EYLÜL ÜNİVERSİTESİ)0000-0002-8971-1970
Sayfa
220–244
Yayın Tarihi
2023-12-20
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Ulaşılan sonuçlar ayrıca öğretmen adaylarının dikkat ettikleri durumlar kapsamlı olmasına rağmen bu durumları yeterince yorumlayamadıklarını ve karşılık veremediklerini göstermektedir.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:Bu çalışmanın temel amacı ortaokul matematik öğretmeni adaylarının matematik derslerinde argümantasyon sürecini destekleyecek soru ve eylemleri nasıl fark ettiklerini incelemektir.
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Temel Bulgular & Veri:Öğretmen adaylarının ders anlatımları argümantasyon sürecini destekleyici soru ve eylemler açısından, görüşmeler ise ders anlatımlarında argümantasyon sürecine ilişkin fark ettikleri durumlar açısından analiz edilmiştir.
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Sonuç & Katkı:Ulaşılan sonuçlar ayrıca öğretmen adaylarının dikkat ettikleri durumlar kapsamlı olmasına rağmen bu durumları yeterince yorumlayamadıklarını ve karşılık veremediklerini göstermektedir.
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Fark etme · Argümantasyon · Ortaokul matematik öğretmeni adayı

Özet

Bu çalışmanın temel amacı ortaokul matematik öğretmeni adaylarının matematik derslerinde argümantasyon sürecini destekleyecek soru ve eylemleri nasıl fark ettiklerini incelemektir. Durum çalışması ile desenlenen bu araştırmanın katılımcıları, araştırmaya gönüllü olarak katılan dört ortaokul matematik öğretmeni adayıdır. Çalışmanın verilerini her bir öğretmen adayının gerçek sınıf ortamında gerçekleştirdiği derslerin video kayıtları ve öğretmen adayları ile derslerine ilişkin yapılan bireysel görüşmelerin video kayıtları oluşturmaktadır. Öğretmen adaylarının ders anlatımları argümantasyon sürecini destekleyici soru ve eylemler açısından, görüşmeler ise ders anlatımlarında argümantasyon sürecine ilişkin fark ettikleri durumlar açısından analiz edilmiştir. Analiz sonuçları öğretmen adaylarının derslerinde oluşturabildikleri argümantasyon süreçleri kadar oluşturma olasılıkları olan argümantasyon süreçlerinin de farkında olduğunu göstermiştir. Fark etme bileşenleri bağlamında öğretmen adayları derslerinde en fazla dikkat etme bileşenine ilişkin görüş belirtmişlerdir. Ulaşılan sonuçlar ayrıca öğretmen adaylarının dikkat ettikleri durumlar kapsamlı olmasına rağmen bu durumları yeterince yorumlayamadıklarını ve karşılık veremediklerini göstermektedir.

Abstract

The aim of this study is to examine how pre-service middle school mathematics teachers noticed the questions and actions that supported the argumentation process in their teaching. The participants of this research, which was designed as a case study, were four volunteer pre-service middle school mathematics teachers. The data of the study consisted of video recordings of each pre-service teacher’s teaching in the classroom and video recordings of individual interviews conducted with each pre-service teacher about their teaching. The pre-service teachers’ teaching was analyzed in terms of questions and actions that supported the argumentation process, and the interviews were analyzed in terms of the situations they noticed about the argumentation process in their teaching. The results showed that the pre-service teachers were aware of the argumentation process that they were able to create in their teaching as well as the argumentation process that they had a potential to construct. In the context of noticing, the pre-service teachers’ noticing about their teaching were mostly in the component of attention. The results show that although the situations that pre-service teachers paid attention were comprehensive, they could not interpret and respond enough to these situations.

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Bu Makaleye Atıf Yap

Taşdan, B. T., Koyunkaya, M. Y., Dede, A. T. (2023). Ortaokul Matematik Öğretmeni Adaylarının Derslerindeki Argümantasyon Sürecine İlişkin Fark Etme Becerilerinin İncelenmesi. Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 11 Sayı: 2, 220–244. https://doi.org/10.52826/mcbuefd.1373777

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