Modelleme Uygulamalarının Matematik Okuryazarlığı Üzerindeki Rolünün İncelenmesi

Uluslararası Öğrenci Değerlendirme Programı’nı (PISA) yürüten Ekonomik İşbirliği ve Kalkınma Teşkilatı (OECD) tarafından yapılan matematik okuryazarlığının tanımı; matematiğin dünyada oynadığı rolü anlama, sağlam temellere dayanan matematiksel hükümler verme, yapıcı-ilgili düşünce üreten kişiler olarak bireysel yaşamların gereksinimlerini karşılarken matematiği kullanma ve matematikle meşgul olma kapasitesi şeklindedir. Matematik okuryazarlığını geliştirmenin en iyi yolu öğrencilerin gerekli matematiksel bilgiye ve farklı problem çözme stratejilerine sahip olmaları, bu stratejileri ne zaman ve nasıl kullanacaklarını bilmeleri ve ilgilerini çeken farklı bağlamları barındıran etkinliklerle çalışmaları olarak ifade edilmektedir. Bu anlamda öğretmenler, öğrencilerin matematiksel okuryazarlığının gelişmesinde önemli bir role sahiptirler. Bu tespitten yola çıkılarak çalışmada Ortaokul Matematik Öğretmeni Adaylarının matematik okuryazarlık durumlarının PISA soruları üzerinden incelenmesi amaçlanmıştır. Öğretmen adaylarının matematiksel okuryazarlık durumları kavramsal, işlemsel ve bağlamsal sorular kapsamında cinsiyet, akademik not ortalaması ve matematiksel modelleme değişkenleri ile incelenmiştir. Aynı zamanda yarı yapılandırılmış görüşmelerde öğretmen adaylarının yaşadıkları zorluklar ele alınmıştır. Çalışmada tamamen karma eşzamanlı eşit statülü tasarım kullanılmıştır. Katılımcılar 113 matematik öğretmeni adayıdır. Karşılaştırmalar, bağımsız örneklem t testi ve kovaryans analizi ile gerçekleştirilmiştir. Nitel veriler ise içerik analizine tabi tutulmuştur. Araştırma sonuçları, önerilerle birlikte ileriki çalışmalar için önemli noktaları ortaya koymaktadır.

Anahtar Kelimeler:

Matematiksel okuryazarlık, bilgi türleri, hizmet öncesi eğitim, PISA

Investigating the Role of Modeling Practices on Mathematical Literacy

The mathematical literacy or competence notion in PISA deals with the capacity of students to analyze, reason and communicate efficiently as they pose, formulate, solve and interpret mathematical problems in a variety of situations. The best way to improve mathematics literacy is that students have the necessary mathematical knowledge and different problem solving strategies, know when and how to use these strategies, and work with activities that involve different contexts of interest. When considered in this respect, teachers have an important role in the development of students' mathematical literacy. The aim of this study was to investigate the mathematics literacy status of Mathematics Teacher Candidates through PISA questions. The mathematical literacy status of pre-service teachers was examined within the scope of conceptual, operational and contextual questions and in terms of gender, academic grade point average and mathematical modeling. At the same time, semi-structured interviews have examined the difficulties that pre-service teachers experienced. Fully mixed concurrent equal status design was used. The participants were 113 pre-service mathematics teachers. Independent samples t-test and covariance analysis was used for the comparisons. Qualitative data analysis was conducted with content analysis. The research results, together with the suggestions, reveal important points for future studies.

Keywords:

Mathematical literacy, knowledge types, pre-service education, PISA,

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