Matematiksel muhakeme etme yeterliğinin uzaktan eğitim yoluyla verilen matematik okuryazarlığı hizmet içi öğretmen eğitimi ve uygulamaları sürecinde değerlendirilmesi
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Date
2022-06-28
Authors
Özaydın, Zeynep
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
Matematik okuryazarlığı yeterliklerinin ilk üçü arasında yer alan matematiksel muhakeme etme yeterliği, dünyada birçok matematik öğretimi programlarında ele alınan bir yeterlik olmasına rağmen programların uygulayıcısı öğretmenler matematiksel muhakemeyi anlamlandırmakta güçlük çekmektedirler. Bu durum öğretmenlerin matematiksel muhakeme etme yeterliği konusunda desteğe ihtiyaçları olduğunun göstergesi olarak ele alınabilir. Bu ihtiyaca bağlı olarak bu araştırmada TÜBİTAK 1003 Öncelikli Alanlar 218K515 nolu “Çift Odaklı Öğretim Modeli İle Matematik Okuryazarlığı Düzeyinin Arttırılması” isimli proje kapsamında gerçekleştirilen hizmet içi eğitime ve uygulamalarına katılım sağlayarak matematiksel muhakeme etme konusunda desteklenen matematik öğretmenlerinde katıldıkları bu eğitimin ve uygulamalarının etkilerine odaklanılmıştır. Hizmet içi eğitim ve uygulamaları COVİD-19 pandemi dönemi sebebiyle çevrimiçi ortamda uzaktan eğitim şeklinde gerçekleştirilmiştir. Araştırma kapsamında çalışma grubunda yer alan altı ilköğretim matematik öğretmenine matematik okuryazarlığı alanında hizmet içi eğitim verilmiştir. Hizmet içi vii eğitimlerin ardından bu öğretmenlerin sınıflarında eğitimlerin içeriğine uygun olarak hazırlanmış ders modüllerinin kullanıldığı eğitim uygulamaları yürütülmüştür. Nitel araştırma yaklaşımlarına dayalı durum çalışması yöntemi kullanılarak gerçekleştirilen bu araştırmada veriler, açık uçlu muhakeme etme testleri, matematiksel muhakeme etme temel kavramlar testi ve matematik okuryazarlığı temel kavramlar testi aracılığıyla toplanmıştır. Veriler nitel veri analiz teknikleri kullanılarak analiz edilmiştir. Araştırma sonucunda matematik okuryazarlığı alanında uzaktan eğitim yoluyla verilen hizmet içi öğretmen eğitiminin ve uygulamalarının matematik öğretmenlerinin matematiksel muhakeme etme yeterliğine etkisinin olumlu yönde olduğu görülmüştür. Uygulanan muhakeme etme testleri öğretmenlerin çeşitli matematiksel muhakeme etme eylemlerini gerçekleştirebildiklerini göstermiştir. Öğretmenlerin en fazla oranda gerçekleştirebildikleri matematiksel muhakeme etme eyleminin matematiksel argümanlar üzerinde düşünebilmeye yönelik olduğu tespit edilmiştir. Öğretmenlerin büyük çoğunluğu hizmet içi eğitim sonrasında uygulanan muhakeme etme testinden aldığı puanda düşüş yaşarken kendileri için en yüksek puana eğitim uygulamalarının sonunda ulaşmışlardır. Muhakeme etme puanını sürekli olarak artıran tek öğretmenin yüksek lisans eğitimi aldığı, muhakeme etme testlerinin tamamından diğer öğretmenlerden daha düşük puan alarak, grafikte yığılım olan bölgenin altında kalan öğretmenin ise mesleki deneyimi en fazla olan öğretmen olduğu görülmüştür. Eğitim uygulamaları sonunda uygulanan matematiksel muhakeme etme temel kavramlar testi öğretmenlerin matematiksel muhakeme etme algılarının yüksek düzeyde olduğunu göstermiştir
Although the mathematical reasoning competence, which is among the first three of the mathematical literacy competencies, is a competency addressed in many mathematics teaching programs around the world, teachers who implement the programs have difficulties in making sense of mathematical reasoning. This situation can be considered as an indication that teachers need support in terms of mathematical reasoning competence. Based on this need, this research focused on the effects of this training and its practices, which were supported by mathematics teachers who were supported in mathematical reasoning by participating in the in-service training and practices carried out within the scope of TÜBİTAK project no 218K515 named “Enhancing the Level of Mathematical Literacy through a Dual-Focused Teaching Model”. In-service training and practices were carried out in the form of distance education online due to the COVID-19 pandemic period. Within the scope of the research, in-service training in the field of mathematical literacy was given to six mathematics teachers in the study group. After the in-service training, training practices were carried out in the classrooms of these teachers, using course modules prepared in accordance with the content of the training. In this research, which was carried out using the case study method based on qualitative research approaches, the data ix were collected through open-ended reasoning tests, mathematical reasoning basic concepts test and mathematical literacy basic concepts test. The data were analyzed using qualitative data analysis techniques. As a result of the research, it was seen that the in-service teacher education and training practices given through distance education in the field of mathematical literacy have a positive effect on the mathematical reasoning competence of mathematics teachers. The reasoning tests applied showed that the teachers were able to perform various mathematical reasoning actions. It has been determined that the mathematical reasoning action that teachers can perform at the highest rate is to think about mathematical arguments. While the majority of the teachers experienced a decrease in the scores they got from the reasoning test applied after the in-service training, they reached the highest score for themselves at the end of the training practices. It was seen that the only teacher who continuously increased her reasoning score received a graduate education and scored lower than the other teachers in all reasoning tests, and the teacher who was below the region with the concentration in the graph was the teacher with the most professional experience. The mathematical reasoning basic concepts test applied at the end of the training practices showed that the teachers' perceptions of mathematical reasoning were at a high level.
Although the mathematical reasoning competence, which is among the first three of the mathematical literacy competencies, is a competency addressed in many mathematics teaching programs around the world, teachers who implement the programs have difficulties in making sense of mathematical reasoning. This situation can be considered as an indication that teachers need support in terms of mathematical reasoning competence. Based on this need, this research focused on the effects of this training and its practices, which were supported by mathematics teachers who were supported in mathematical reasoning by participating in the in-service training and practices carried out within the scope of TÜBİTAK project no 218K515 named “Enhancing the Level of Mathematical Literacy through a Dual-Focused Teaching Model”. In-service training and practices were carried out in the form of distance education online due to the COVID-19 pandemic period. Within the scope of the research, in-service training in the field of mathematical literacy was given to six mathematics teachers in the study group. After the in-service training, training practices were carried out in the classrooms of these teachers, using course modules prepared in accordance with the content of the training. In this research, which was carried out using the case study method based on qualitative research approaches, the data ix were collected through open-ended reasoning tests, mathematical reasoning basic concepts test and mathematical literacy basic concepts test. The data were analyzed using qualitative data analysis techniques. As a result of the research, it was seen that the in-service teacher education and training practices given through distance education in the field of mathematical literacy have a positive effect on the mathematical reasoning competence of mathematics teachers. The reasoning tests applied showed that the teachers were able to perform various mathematical reasoning actions. It has been determined that the mathematical reasoning action that teachers can perform at the highest rate is to think about mathematical arguments. While the majority of the teachers experienced a decrease in the scores they got from the reasoning test applied after the in-service training, they reached the highest score for themselves at the end of the training practices. It was seen that the only teacher who continuously increased her reasoning score received a graduate education and scored lower than the other teachers in all reasoning tests, and the teacher who was below the region with the concentration in the graph was the teacher with the most professional experience. The mathematical reasoning basic concepts test applied at the end of the training practices showed that the teachers' perceptions of mathematical reasoning were at a high level.
Description
Keywords
Hizmet içi eğitim, Matematik okuryazarlığı, Matematik öğretmenleri, Matematiksel muhakeme etme, Uzaktan eğitim, Distance education, In-service training, Mathematical literacy, Mathematical reasoning, Mathematics teachers
Citation
Özaydın, Z. (2022). Matematiksel muhakeme etme yeterliğinin uzaktan eğitim yoluyla verilen matematik okuryazarlığı hizmet içi öğretmen eğitimi ve uygulamaları sürecinde değerlendirilmesi. Yayınlanmamış yüksek lisans tezi. Bursa Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.