Matematik öğretmenlerinin matematik okuryazarlığı ile ilgili mesleki gelişimlerinin dokümantal yaklaşım çerçevesinde incelenmesi
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Date
2021-07-28
Authors
Şahin, Burcu Nur Baştürk
Journal Title
Journal ISSN
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Publisher
Bursa Uludağ Üniversitesi
Abstract
Matematik okuryazarlığı, matematik eğitimi dünyası için yirmi yıldan beri üzerinde çalışılan bir çalışma alanı olarak görülmektedir. OECD’nin düzenlediği PISA uygulamalarına katılan 72 ülke arasında Türkiye’nin 2015 yılında 50. sırada yer alması ülke genelinde yankı uyandırmıştır. Bu sıralamanın Türkiye’nin sınava katıldığı ilk yıl olan 2003’teki sıralamadan bile daha geride olması özellikle dikkat çekmiştir. Bunun sonucu olarak çok sayıda çalışma yapılmıştır. Literatürde matematik okuryazarlığı ile ilgili yapılan çalışmalar incelendiğinde yapılan çalışmaların büyük bir kısmının PISA sınavlarına katılan öğrenciler ve aileleri üzerinde yapılmış demografik çalışmalar olduğu görülmektedir. Bu çalışmalar, sınavlara katılan öğrenciler ile ilgili bir fikir oluşturmamıza olanak tanımaktadır. Ancak, Türkiye’nin içinde bulunduğu mevcut durum dikkate alındığında, PISA’da alınan sonuçlar da incelendiğinde, matematik okuryazarlığı başarısını artırmaya yönelik çalışmalar yapılması gerektiği düşünülmektedir. Bu tez çalışması da bu kapsamda yapılmıştır. Bu araştırmada, matematik öğretmenlerinin lisans eğitimleri sırasında aldıkları matematik okuryazarlığı eğitimini kendi öğretimlerine nasıl yansıttıkları ve matematik okuryazarlığı bağlamındaki mesleki gelişimlerinin nasıl olduğu araştırılmaktadır. Araştırmada, nitel araştırma yaklaşımına dayanan bir yöntem olan gelişimsel araştırma yöntemi kullanılmaktadır. Gelişimsel araştırma, farklı yaşlardaki veya farklı kültürlerdeki bireylerin duygu, düşünce veya davranışlarındaki farklılıkları ya da aynı bireylerin yaşamlarının farklı zamanlarındaki duygu, düşünce veya davranışlarındaki değişimleri ve gelişimleri incelemek için kullanılmaktadır. Araştırma stratejisi olarak durum çalışması seçilmiştir. Araştırmanın katılımcı seçiminde, nitel araştırmalarda önerildiği gibi amaçlı örnekleme yöntemi kullanılmıştır. Amaçlı örnekleme yöntemlerinden de ölçüt örnekleme yöntemi benimsenmiştir. Araştırmanın katılımcıları 2016-2017 akademik döneminde lisans öğreniminin son yılında olup, “Matematik Eğitiminde Alan Yazıları” ve “Öğretmenlik Uygulaması” derslerini almış olan ve 2018 yılında MEB’e bağlı devlet okullarına öğretmen olarak atanmış olan dört matematik öğretmenidir. Katılımcıların lisans eğitimlerinin son yılı olan 2016-2017 dönemi bahar yarıyılında başlamıştır. Öncelikle lisans eğitimi sırasında verilen matematik okuryazarlığı eğitimi takip edilmiştir. Araştırma sonuçlarına etki edebilecek yönleri olabileceğinden, araştırmacı notları alınarak hafta hafta her bir ders takip edilmiştir. Sonrasında, dersi alan öğretmen adaylarının öğretmenlik uygulaması dosyaları toplanmış ve analiz edilmiştir. Bu aşamada, dersi alan tüm öğretmen adaylarının dosyaları incelenmiştir. Ancak, katılımcılar belirlendikten sonra, seçilen katılımcıların dosyaları araştırmaya dahil edilmiştir. Öğretmen adaylarının, atama döneminin ve ilk adaylık eğitimi dönemlerinin geçmesi için veri toplama sürecine bir yıl ara verilmiştir. 2018-2019 döneminde, daha önceden araştırmaya katılmış olup, atanmış olan öğretmenler ile her birinin hangi şehirlere atandığı ve araştırmaya devam etme ile ilgili ne düşündükleri konusunda kısa görüşmeler yapılmıştır. Bu süreçte araştırmaya birlikte devam edilecek olan katılımcılar belirlenmiştir. 2019-2020 döneminde çalıştıkları ortamların yaklaşık olarak birbirine eşit olanaklara sahip olup olmadığı, öğrenci seviyeleri gibi değişkenlerin de yakından görülebilmesi için araştırmaya katılmaya gönüllü olan dört öğretmenin çalıştıkları şehre gidilerek araştırmaya devam edilmiştir. Öğretmenlerin her biri ile önce matematik okuryazarlığı ile ilgili bir ön görüşme daha sonra ders hazırlığı görüşmeleri ve arkasından ders gözlemleri yapılmıştır. Her bir ders gözleminin ardından, öğretmenler ile dersteki durumlara ilişkin kısa görüşmeler yapılmıştır. Son olarak her bir öğretmen ile araştırmacının analizlerine dayanarak vardığı sonuçlar görüşülmüş ve bu sonuçların doğruluğuna ilişkin onay alınmıştır. Her bir katılımcı öğretmenin 25 saat dersi gözlemlenmiş, ders gözlemi sırasında araştırmacı arka sıralarda öğrenci gibi oturarak not almış, sürece müdahale etmemiştir. Sonuç olarak, öğretmen adayından öğretmen olma sürecinde katılımcıların değişen ve sabit kalan şemaları olduğu görülmüştür. Bu şemalardan muhakeme etme, problem çözme için strateji geliştirme ve matematiksel araç-gereçleri kullanma yeterliklerine hizmet eden şemaların sabit kaldığı görülmüştür. Ancak katılımcıların önceden sahip olduğu sembolik ve formal dili kullanma, temsil etme ve modelleme yeterliklerine hizmet eden şemaların öğretmen olduktan sonraki süreçte görülmediği dikkat çekmiştir. Bununla birlikte öğretmen olduktan sonra gelişen, ancak doğrudan matematiksel yeterlikler ile bağdaştırılamayan şemalar da olmuştur.
Mathematical literacy is seen as a field of study for the world of mathematics education that has been studied for over two decades. Among the 72 countries participating in the PISA applications organized by the OECD, Turkey's ranking in the 50th place in 2015 had a great impact throughout the country. It is particularly noteworthy that this ranking is even lower than the ranking in 2003, the first year that Turkey took the exam. As a result, many studies have been carried out on mathematical literacy. When the studies on mathematical literacy in the literature are examined, it is seen that most of the studies are demographic studies on the students who participated in the PISA exams and their families. These studies allow us to form an idea about the students taking the exams. However, considering the current situation in Turkey and the results obtained in PISA, it is thought that studies should be carried out to increase the success of mathematical literacy. This thesis study was carried out in this context. In this research, it is investigated how mathematics teachers reflect the mathematics literacy education they received during their undergraduate education to their own teaching and how their professional development in the context of mathematical literacy is. In the research, the developmental research method (longitudinal study), which is a method based on the qualitative research approach, is used. Developmental research is used to examine the differences in the feelings, thoughts or behaviors of individuals of different ages or different cultures, or the changes and developments in the emotions, thoughts or behaviors of the same individuals at different times in their lives. A case study was chosen as the research strategy. Purposive sampling method was used in the selection of the participants of the study, as suggested in qualitative studies. Criterion sampling method was also adopted from purposive sampling methods. The participants of the research are four mathematics teachers who are in the last year of undergraduate education in the 2016-2017 academic year, who took the courses "Field Papers in Mathematics Education" and "Teaching Practice" and were appointed as teachers to public schools affiliated to the Ministry of Education in 2018. The 2016-2017 semester, which is the last year of the undergraduate education of the participants, started in the spring semester. First of all, the mathematics literacy education given during undergraduate education was followed. Since there may be aspects that may affect the results of the research, each lesson was followed week by week by taking the researchers' notes. Afterwards, the teaching practice files of the pre-service teachers who took the course were collected and analyzed. At this stage, the files of all teacher candidates who took the course were examined. However, after the participants were determined, the files of the selected participants were included in the study. The data collection process was suspended for one year in order to pass the preservice teachers, the appointment period and the first nomination training periods. In the 2018-2019 period, short interviews were held with teachers who had previously participated in the research and were appointed to which cities each of them was assigned and what they thought about continuing the research. In this process, the participants who will continue the research together were determined. In the 2019-2020 period, four teachers who volunteered to participate in the research went to the city where they worked, in order to see closely whether the environments they worked in had approximately equal opportunities and the level of students. First, a preliminary interview about mathematical literacy, then lesson preparation interviews and then lesson observations were made with each of the teachers. After each lesson observation, short interviews were held with the teachers about the situations in the lesson. Finally, the conclusions reached by each teacher and the researcher based on their analysis were discussed and approval was obtained regarding the accuracy of these results. Each participant teacher's lesson was observed for 25 hours, during the lesson observation, the researcher sat in the back rows like a student and took notes and did not interfere with the process. As a result, it was seen that the participants had changing and constant schemas during the process of becoming a teacher from teacher candidates. It has been observed that the schemas serving the competencies of reasoning, strategy development for problem solving and using mathematical tools and equipment remained stable. However, it was noteworthy that the schemas serving the participants' previous competences in using symbolic and formal language, representing and modeling were not seen in the process after becoming a teacher. However, there were also schemas that developed after becoming a teacher, but that could not be directly associated with mathematical competencies.
Mathematical literacy is seen as a field of study for the world of mathematics education that has been studied for over two decades. Among the 72 countries participating in the PISA applications organized by the OECD, Turkey's ranking in the 50th place in 2015 had a great impact throughout the country. It is particularly noteworthy that this ranking is even lower than the ranking in 2003, the first year that Turkey took the exam. As a result, many studies have been carried out on mathematical literacy. When the studies on mathematical literacy in the literature are examined, it is seen that most of the studies are demographic studies on the students who participated in the PISA exams and their families. These studies allow us to form an idea about the students taking the exams. However, considering the current situation in Turkey and the results obtained in PISA, it is thought that studies should be carried out to increase the success of mathematical literacy. This thesis study was carried out in this context. In this research, it is investigated how mathematics teachers reflect the mathematics literacy education they received during their undergraduate education to their own teaching and how their professional development in the context of mathematical literacy is. In the research, the developmental research method (longitudinal study), which is a method based on the qualitative research approach, is used. Developmental research is used to examine the differences in the feelings, thoughts or behaviors of individuals of different ages or different cultures, or the changes and developments in the emotions, thoughts or behaviors of the same individuals at different times in their lives. A case study was chosen as the research strategy. Purposive sampling method was used in the selection of the participants of the study, as suggested in qualitative studies. Criterion sampling method was also adopted from purposive sampling methods. The participants of the research are four mathematics teachers who are in the last year of undergraduate education in the 2016-2017 academic year, who took the courses "Field Papers in Mathematics Education" and "Teaching Practice" and were appointed as teachers to public schools affiliated to the Ministry of Education in 2018. The 2016-2017 semester, which is the last year of the undergraduate education of the participants, started in the spring semester. First of all, the mathematics literacy education given during undergraduate education was followed. Since there may be aspects that may affect the results of the research, each lesson was followed week by week by taking the researchers' notes. Afterwards, the teaching practice files of the pre-service teachers who took the course were collected and analyzed. At this stage, the files of all teacher candidates who took the course were examined. However, after the participants were determined, the files of the selected participants were included in the study. The data collection process was suspended for one year in order to pass the preservice teachers, the appointment period and the first nomination training periods. In the 2018-2019 period, short interviews were held with teachers who had previously participated in the research and were appointed to which cities each of them was assigned and what they thought about continuing the research. In this process, the participants who will continue the research together were determined. In the 2019-2020 period, four teachers who volunteered to participate in the research went to the city where they worked, in order to see closely whether the environments they worked in had approximately equal opportunities and the level of students. First, a preliminary interview about mathematical literacy, then lesson preparation interviews and then lesson observations were made with each of the teachers. After each lesson observation, short interviews were held with the teachers about the situations in the lesson. Finally, the conclusions reached by each teacher and the researcher based on their analysis were discussed and approval was obtained regarding the accuracy of these results. Each participant teacher's lesson was observed for 25 hours, during the lesson observation, the researcher sat in the back rows like a student and took notes and did not interfere with the process. As a result, it was seen that the participants had changing and constant schemas during the process of becoming a teacher from teacher candidates. It has been observed that the schemas serving the competencies of reasoning, strategy development for problem solving and using mathematical tools and equipment remained stable. However, it was noteworthy that the schemas serving the participants' previous competences in using symbolic and formal language, representing and modeling were not seen in the process after becoming a teacher. However, there were also schemas that developed after becoming a teacher, but that could not be directly associated with mathematical competencies.
Description
Keywords
Boylamsal araştırma, Didaktiğe dokümantal yaklaşım, Matematik okuryazarlığı, Matematiksel yeterlikler, Şema kavramı, Longitudinal research, Documentational approach to didactics, Mathematical literacy, Mathematical competencies, Schema concept
Citation
Şahin, B. N. B. (2021). Matematik öğretmenlerinin matematik okuryazarlığı ile ilgili mesleki gelişimlerinin dokümantal yaklaşım çerçevesinde incelenmesi. Yayınlanmamış doktora tezi. Bursa Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.