Sınıf Öğretmenlerinin Matematiğe ve Öğretmenliğe İlişkin İnançlarının Çeşitli Değişkenler Açısından İncelenmesi

Öğretmen inançları, öğretmenlerin öğretim sürecindeki uygulamaları üzerinde etkili olup bu inançların ortaya çıkarılarak farklı değişkenler açısından incelenmesi, inançların bu değişkenlerle etkileşimini ortaya koymak açısından katkı sağlayacaktır. Bu açıdan eldeki çalışmada, öğrencilerin matematiksel temellerinin oluşturulmasında önemli rolü olan sınıf öğretmenlerinin matematiğe ve öğretmenliğe ilişkin inançlarının çeşitli değişkenler açısından incelenmesi amaçlanmaktadır. Bu tarama çalışmasının katılımcı grubu 510 sınıf öğretmeninden oluşmaktadır. Çalışma verileri, Matematik Odaklı Epistemolojik İnanç, Matematik Odaklı Pedagojik İnanç, Öğretmenlik Yeteneği İnancı ve Öğretmenlik Bilgisinin Önemi İnancı ölçekleri aracılığıyla elde edilmiştir. Araştırma sonuçlarına göre, öğretmenlerin matematiğin günlük yaşamla ilişkili olduğu, matematiğin yapılandırmacı yaklaşımla öğretilmesi gerektiği, öğretmenlik yeteneğinin sonradan kazanıldığı ve öğretmenlikte sınıf yönetimi bilgisinin önemli olduğu inanç puanları yüksek bulunmuştur. Ayrıca, matematiğin günlük yaşamla ilişkisi, öğretmenlik yeteneğinin sonradan kazanıldığı, çocuk gelişimi ve öğrenci bilgisi ile sınıf yönetimi bilgisinin önemli olduğu inançları cinsiyete göre; matematiksel bilginin kesinliği inancı ise lisansüstü eğitim alıp almamaya göre farklılık göstermektedir. Son olarak, öğretmenlerin kıdem değişkeniyle, matematiğin günlük yaşam ilişkisi, matematiksel bilginin kesinliği, öğretmenlik yeteneğinin doğuştan olduğu, sonradan kazanıldığı veya hemdoğuştan gelip hem de sonradan kazanıldığı inançları arasında istatistiksel olarak anlamlı ilişkiler saptanmıştır.

Examination of Classroom Teachers' Beliefs About Mathematics and Teaching in Terms of Various Variables

Teacher beliefs are effective on teachers' practices in the teaching process, and examining these beliefs in terms of different variables will contribute to revealing the interaction of beliefs with these variables. In this respect, it is aimed to examine the beliefs of classroom teachers about mathematics and teaching in terms of various variables which play an important role in forming the mathematical foundations of students. The participants of this survey research consisted of 510 classroom teachers. The data of the study were obtained through the scales of mathematics-oriented epistemological belief, mathematics-oriented pedagogical belief, teaching ability belief and the importance of teaching knowledge. According to the results of the research, it was found that teachers' belief scores were found tobe related to daily life, mathematics should be taught with a constructivist approach, teaching skills were acquired later instead of being innate and classroom management knowledge was important in teaching. In addition, the beliefs towards the relationship between mathematics and daily life, teaching skills acquired after birth, child development and student knowledge and classroom management knowledge differ according to gender; the belief towards the accuracy of mathematical knowledge differs accordingto education levels of teachers. Finally, statistically significant relationships were found between teachers' seniority variable and the relationship between mathematics and daily life, accuracy of mathematical knowledge, beliefs that teaching skills were innate, acquired from birth or acquired either from birth or later.

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