Etkinlik Analizi ve Tasarlama Sürecinde Matematik Öğretmen Adaylarının Etkinliklerin Sunduğu Olanakları Dikkate Alma Durumları

Bu kolektif durum çalışmasının amacı, ilköğretim matematik öğretmen adaylarının (MÖA) etkinlik analizi bağlamında etkinliklerin sunduğu matematiksel ve pedagojik olanakları dikkate alma durumlarını ve bu dikkate aldıkları durumları özgün etkinlik tasarımlarına nasıl yansıttıklarını anlamaktır. Bu amaç doğrultusunda veriler, beş matematik öğretmeni adayının seçtikleri etkinliklerin analizine ilişkin yazılı raporlarından, eğitmen notlarından ve adayların tasarladıkları etkinliklerden dört aşamada elde edilmiştir. MÖA’lar Aşama-1'de matematiksel bir etkinliği analiz etmiş, Aşama-2'de daha önceden yaptığı analizleri gözden geçirmiş, Aşama-3'te ders eğitmeninin yaptığı bir etkinlik uygulamasını gözlemlemiş ve Aşama-4'te özgün bir etkinlik tasarlamışlardır. MÖA’lar etkinliklerin matematiksel niteliklerini belirlemeye yönlendirildikçe, etkinliklerin matematiksel ve pedagojik yönlerini daha fazla tanımlamışlardır. Eğitmenin notlarına göre, MÖA’lar iyi etkinliklerin karmaşık süreçler içerdiğini düşünmektedirler ve bu nedenle uygulamanın önemli öğretim aşamalarını gözden kaçırmaktadırlar. Son olarak, öğretimsel sorulara dikkat eden MÖA’lar, diğerlerine göre daha yüksek bilişsel istem düzeyine sahip etkinlikleri uygun şekilde tasarlamışlardır. Sonuç olarak, MÖA’lar matematiksel ve pedagojik unsurları bakımından özgün etkinlikleri değerlendirme ve tasarlama konusunda yardıma ihtiyaç duymaktadır.

Anahtar Kelimeler:

Öğretmen Adayları, Dikkate Alma Durumları, Öğretmen Adayları, Etkinlik Tasarlama, Etkinlik Olanakları, Etkinlik Analizi

Pre-Service Mathematics Teachers’ Attention to Tasks’ Affordances While Analyzing and Designing Tasks

The objective of this collective case study is to comprehend how pre-service mathematics teachers (PMTs) attend to mathematical and pedagogical affordances in task analysis and how their attention reflects their original task-design. To achieve this, we acquired data from written reports analyzing their selected tasks, instructor notes, and the designed tasks of five PMTs over four phases. PMTs conducted an analysis of a task during Phase 1, revised their analysis in Phase 2, had the opportunity to observe a task implementation provided by the course instructor in Phase 3, and designed an original task during Phase 4. As a result of being prompted to identify the mathematical elements of the activities, PMTs described more mathematical and pedagogical aspects of the tasks. Based on the instructor's notes, PMTs have a belief that quality tasks require intricate procedures, leading to critical instructional phases being overlooked during implementation. Furthermore, the PMTs, who paid attention to the instructional questions, appropriately designed tasks with a higher level of cognitive demand. Therefore, PMTs require assistance in evaluating and designing original tasks with regards to their mathematical and pedagogical elements.

Keywords:

Attention, Pre-Service Teachers, Task’s Affordances, Task Analysis, Task Design,

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