Ogretmenlerin Egitsel Kararlarini Ne Etkiler? : Bilgi ve Inanclarin Incelemesi

Bu çalışma, bilgi ve inançların bir sınıf öğretmeninin öğretim kararları üzerindeki etkisini ve bu faktörlerden herhangi birinin daha belirgin olup olmadığını araştırmaktadır. Öğretmen, yapılandırmacı yaklaşıma dayalı olarak tasarlanmış kesirler ile ilgili bir üniteyi uygulamış, ancak ünitede desteklenen fikirleri tam olarak kullanmaya bagli kalmamistir. Bu farkliliga neden olan ogretimsel kararlarının arkasındaki nedenleri bulmak için, ogretmenin matematik öğretme bilgisi, matematiksel inançları ve öz-yeterlik inançları anket ve yarı yapılandırılmış görüşme kullanılarak araştırılmıştır. Sonuçlar, ünitenin tasarlandığı temel inançlarla karşılaştırıldığında, öğretmenin matematik öğrenme ve öğretme konusunda farklı inançlara sahip olduğunu göstermiştir. Ayrıca, anket sonuçları aksini kanıtlasa da, öğretmenin öğretim ve matematik bilgisi hakkında güçlü öz-yeterlik inançlarına sahip olduğu bulunmuştur. Özetle, güçlü öz-yeterlik inançlarının, öğretmenin sınıftaki matematik öğretimiyle ilgili kararlarına egemen olduğu bulunmuştur.

What Drives Teachers’ Instructional Decisions?: An Exploration of Knowledge and Beliefs

This study investigates the impact of knowledge and beliefs on an elementary teacher's instructional decisions and whether one of these factors is more prominent in making those decisions. The teacher implemented a unit about fractions, which was designed based on a constructivist approach, yet he did not fully commit to using the ideas promoted in the unit. In order to find out the reasons behind his instructional decisions that caused this disparity, his mathematical knowledge for teaching, mathematical beliefs and self-efficacy beliefs were investigated by using a survey and a semi-structured interview. The results showed that he had different set of beliefs about learning and teaching mathematics compared to the underlying beliefs of which the unit was designed by. Also, he held strong self-efficacy beliefs about his teaching and his knowledge of mathematics even though the results from the survey proved otherwise. In sum, his strong self-efficacy beliefs appeared to dominate his decisions about mathematics instruction in his classroom.

___

  • Ball, D. L, Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407.
  • Beswick, K. (2005). The beliefs/practice connection in broadly defined contexts. Mathematics Education Research Journal, 17(2), 39-68.
  • Beswick, K. (2012). Teachers’ beliefs about school mathematics and mathematicians' mathematics and their relationship to practice. Educational Studies in Mathematics, 79(1), 127-147.
  • Borko, H., & Shavelson, R. J. (1990). Teacher decision making. Dimensions of thinking and cognitive instruction, 311-346.
  • Braun, V., Clarke, V. (2006). "Using thematic analysis in psychology". Qualitative Research in Psychology, 3(2): 77–101.
  • Cai, J., & Wang, T. (2010). Conceptions of effective mathematics teaching within a cultural context: perspectives of teachers from China and the United States. Journal of Mathematics Teacher Education, 13(3), 265-287.
  • Cobb, P., & Steffe, L. P. (1983). The constructivist researcher as teacher and model builder. Journal for Research in Mathematics Education, 14(2), 83-94.
  • Confrey, J. (1990). What constructivism implies for teaching. Journal for Research in Mathematics Education. Monograph, 4, 107-122.
  • Cross, D. I. (2009). Alignment, cohesion and change: Examining mathematics teachers’ belief structure and its influence on instructional practice. Journal of Mathematics Teacher Education, 12(5), 325- 346.
  • Cross Francis, D. I, Lee, M. Y., Zeybek, Z., & Adefope, O. (2015). Delving into the pieces: Drawing connections between different domains of mathematical knowledge for teaching. Presented at 2015 Annual Meeting of American Educational Research Association, Chicago, IL.
  • Eker, A. (2018). Teachers as unit designers: Exploring the factors that influence elementary mathematics teachers' decisions in designing and implementing a fraction unit. [Unpublished dissertation]. Curriculum and Instruction Department, Indiana University – Bloomington.
  • Ernest, P. (1989). The impact of beliefs on the teaching of mathematics. In P. Ernest (Ed.), Mathematics teaching: The state of the art (pp. 249-254). The Falmer Press.
  • Escudero, I., & Sánchez, V. (2007). How do domains of knowledge integrate into mathematics teachers’ practice? Journal of Mathematical Behavior, 26, 312-327.
  • Given, L. M. (2008). The SAGE encyclopedia of qualitative research methods (Vols. 1-0). SAGE Publications, Inc. doi: 10.4135/9781412963909
  • Hill, H.C., Ball, D. L., &Schilling, S.G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers’ topic specific knowledge of students. Journal for Research in Mathematics Education, 39(4), 372-400.
  • Hill, H. & Ball, D. L. (2009). The Curious—and crucial—case of mathematical knowledge for teaching. Kappan, 91(2), 68- 71.
  • Hill, H. C., & Charalambous, C. Y. (2012). Teacher knowledge, curriculum materials, and quality of instruction: Lessons learned and open issues. Journal of Curriculum Studies, 44(4), 559-576.
  • Leatham, K. (2006). Viewing mathematics teachers' beliefs as sensible systems. Journal of Mathematics Teacher Education, 9, 91-102.
  • Levenson, E. (2013). Tasks that may occasion mathematical creativity: Teachers’ choices. Journal of Mathematics Teacher Education, 16, 269-291.
  • Manouchehri, A., & Goodman, T. (1998). Mathematics curriculum reform and teachers: Understanding the connections. Journal of Educational Research, 92(1), 27–41.
  • Merriam, S. B. (1988). Case study research in education: A qualitative approach. Jossey-Bass.
  • National Council of Teachers of Mathematics (1989). Curriculum and Evaluation Standards for School Mathematics. NCTM.
  • National Council of Teachers of Mathematics (1991). Professional Standards for Teaching Mathematics. NCTM.
  • National Council of Teachers of Mathematics (2014). Principles to actions: Ensuring mathematical success for all. NCTM.
  • Nicol, C. C., & Crespo, S. M. (2006). Learning to teach with mathematics textbooks: How preservice teachers interpret and use curriuclum materials. Educational Studies in Mathematics, 62, 331-355.
  • Pajares, F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
  • Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd edition). Sage Publications, Inc.
  • Philipp, R. (2007). Mathematics teachers’ beliefs and affect. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (Vol. 1, pp. 257–318). Information Age Publishing.
  • Rhine S. (2016). The critical nature of the knowledge of content and students domain of mathematical knowledge for teaching. Teacher Education and Practice, 29(4), 595-614.
  • Shavelson, R. J. (1973). What is the basic teaching skill? Journal of Teacher Education, 14, 144- 151.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • Simon, M. A. (1995). Reconstructing mathematics pedagogy from a constructivist perspective. Journal for Research in Mathematics Education, 26(2), 114-145.
  • Skott, J. (2009). Contextualising the notion of ‘belief enactment’. Journal of Mathematics Teacher Education, 12(1), 27-46.
  • Stahnke, R., Schueler, S., & Roesken-Winter, B. (2016). Teachers’ perception, interpretation, and decision making: A systematic review of empirical mathematics education research. ZDM: The International Journal on Mathematics Education, 48, 1-27.
  • Steffe, L. P., & D’Ambrosio, B. S. (1995). Toward a working model of constructivist thinking: A reaction to Simon. Journal for Research in Mathematics Education, 26(2), 146-159.
  • Thompson, A. (1992). Teachers’ beliefs and conceptions: A synthesis of research. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127–146). Macmillan.
  • Yin, R.K. (2003). Case study research: Design and methods. Sage.
  • Von Glasersfeld, E. (1995). Radical constructivism: A way of knowing and learning. The Falmer Press.
Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi-Cover
  • ISSN: 2147-1037
  • Yayın Aralığı: Yılda 3 Sayı
  • Başlangıç: 2000
  • Yayıncı: Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi
Sayıdaki Diğer Makaleler

TIMSS 2015 ve 2019 Matematik Sorularının Türkiye’de Cinsiyete Göre Madde Yanlılığının İncelenmesi: SIBTEST Prosedürü ile Değişen Madde Fonksiyonu Analizi

Musa SADAK

Matematik Öğretmen Adaylarının Kesirlere İlişkin Özelleştirilmiş Alan Bilgilerinin Öğretim Etkinliklerine Yansıması

Melike TURAL SÖNMEZ, Melisa Ayça KARACAKÖYLÜ

Ortaokul Kaynaştırma Öğrencilerinin Matematik Soyutlama Düzeylerinin İncelenmesi

Elif ERTEM AKBAŞ, Murat CANCAN, Tuğçe TOYGAN

Matematik Öğretmeni Adaylarının Geometrik İspatlarda İspat Yazma Becerilerinin İncelenmesi: Van Hiele Modeli

Ceylan ŞEN, Gürsel GÜLER

Matematik Öğretmenlerinin Alan Ölçme Konusuna İlişkin Öğretimsel Açıklamaları ve Tahmin Becerileri

Simge SAYIN, Ümare ÖZDEMİR, Ayse Tugba ONER

İlköğretim Matematik Öğretmen Adaylarının Çevrimiçi Öğrenmeye Yönelik Öz-Yeterlik Düzeylerinin Çeşitli Değişkenler Açısından İncelenmesi

Serdal BALTACI, Suphi Önder BÜTÜNER, Erhan ÇALIŞKAN

İlkokul Öğrencilerinin Dört İşlem İşlemsel Hatalarının Belirlenmesi ve Çözüm Önerileri

Halil ÖNAL, Oktay AYDIN

Ogretmenlerin Egitsel Kararlarini Ne Etkiler? : Bilgi ve Inanclarin Incelemesi

Ayfer EKER

4. ve 8. Sınıf Matematik Ders Kitaplarının TIMSS Bilişsel Alanlarına Göre Analizi

Zehra TAŞPINAR-ŞENER, Ahsen Seda BULUT

Sosyal Bilgiler Öğretiminde Matematiksel Becerilerin Kullanımına İlişkin Öğretmen Görüşlerinin İncelenmesi: Fenomonolojik Araştırma

Burcu SEL