İlköğretim Matematik Öğretmen Adaylarının Yarı-Yapılandırılmış Problem Kurma Bağlamında Oluşturdukları Problemlerin Bağlamsal ve Bilişsel Yapısı

Bu araştırmada ilköğretim matematik öğretmen adaylarının yarı-yapılandırılmış problem kurma bağlamındaürettikleri problemlerin bağlamsal ve bilişsel yapısı incelenmiştir. Çalışma, öğretmenlik uygulaması dersikapsamında kabul edilen bilimsel araştırma projesinin (BAP) bir ön çalışması niteliğinde keşfetmeye dayalıdurum çalışması yöntemi kullanılarak yirmi beş öğretmen adayıyla gerçekleştirilmiştir. Veriler, öğretmenadaylarının yazılı açıklamaları, detaylı yansıtıcı düşünme raporları ve sınıf tartışması yoluyla elde edilmiştir.Sonuçlar, problem durumunda verilen niceliksel verilerin tamamı öğretmen adaylarının çoğu tarafındankullandığını göstermiştir. Öğretmen adayları problemler için günlük yaşamda çok karşılaştıkları harçlık, diyet vetest çözme gibi sınırlı çeşitlilikte bağlamı tercih etmişlerdir. Öğretmen adaylarının yaklaşık yarısının kurduğuproblemlerde matematiksel dil veya anlatım eksikliklerinin olduğu görülmüştür. Ayrıca öğretmen adaylarımuhakeme düzeyinden ziyade çoğunlukla uygulama düzeyinde ve çok adımlı işlemlerle çözülebilen işlemselsorular üretmişlerdir. Çalışma sonuçları, öğretmen adaylarının problemlerin işlemsel yükü arttıkça zorlukderecesinin ve bilişsel düzeyinin arttığı yönünde bir düşüncede olduklarını ortaya çıkarmıştır.

The Contextual and Cognitive Structure of Prospective Middle School Mathematics Teachers' Problems in Semi-Structured Problem-Posing Context

This study aimed to investigate prospective middle school mathematics teachers’ problems posed in semi- structured problem posing context in terms of contextual and cognitive structures. The study was carried out with twenty five prospective teachers as an exploratory case study in the scope of a preliminary study of the scientific research project (BAP). The data were obtained through written explanations of prospective teachers, detailed reflective thinking reports and classroom discussion. The results showed that the most of prospective teachers used all quantitative data given in semi-structured problem posing task. The prospective teachers mostly preferred limited number contexts that are familiar such as money, diet and test-solving in their problems. In the half of the problems, there were mathematical language or narrative deficiencies and errors. Prospective teachers produced procedural questions at application level that could be solved mostly by multi-step processes rather than by reasoning. The results of the study revealed that the prospective teachers thought that as the operational load of problems increases, the difficulty and cognitive levels of problems also increase.

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