Öğretmen Adaylarının Matematiksel Örnekleri Algılayışları Üzerine Bir Metafor Analizi

Örnekler, matematik öğretiminde kullanılan önemli araçlardan biridir. Ancak yapılan araştırmalar incelendiğinde, matematik öğretmen adaylarının, farklı türdeki matematiksel örnekleri nasıl algıladığı, öğretmen ve öğrenci tarafından verilen örneklerin hangi amaçlara hizmet ettiğine dair bir araştırmaya rastlanmamıştır. Öğretmen adaylarının matematiksel örnekleri algılayış biçimleri, ilerideki mesleki hayatlarında matematiksel örnekleri nasıl kullanacakları hakkında fikir verebilir. Bu nedenle bu çalışmanın amacı, matematik öğretmen adaylarının farklı tür matematiksel örnekler ile öğretmen ve öğrenci tarafından verilen örnekleri nasıl algıladıklarını metafor analizi ile incelemektir. Çalışmanın katılımcılarını 190 matematik öğretmen adayı oluşturmaktadır. Veri toplama aracında katılımcılardan; “Görsel örnek …….. gibidir, çünkü ……” ; “Cebirsel örnek …… gibidir, çünkü ……” ; “Öğretmenin verdiği örnek gibidir, çünkü ……” ; “Öğrencinin verdiği örnek .…. gibidir, çünkü ……” ifadelerini tamamlamaları istenmiş ve elde edilen veriler içerik analizine tabi tutulmuştur. Çalışmadan elde edilen verilerin güvenirliğini sağlamak amacıyla 11 katılımcı ile yarı yapılandırılmış görüşme yapılmıştır. Ayrıca görüşmeler yoluyla öğretmen adaylarının örnekleri algılayış biçimlerine ilişkin derinlemesine veri elde edilmiştir.

Anahtar Kelimeler:

Matematiksel örnekler, metafor analizi, öğretmen adayları

A Metaphor Analysis on Preservice Teachers’ Conception of Mathematical Examples

Examples are one of the important tools used in mathematics teaching. However, when these researches were examined, there isn’t any research which grasps how preservice teachers perceive the mathematical examples or what they think about the purpose of examples which were given by teachers or students. Conception of examples of preservice teacher can give clues about the use of examples in their future profession. To reveal the opinions of preservice teachers whether examples can be generated by students, is important to ensure that teacher training programs place emphasize on this issue. So, the purpose of the study is to investigate the preservice teachers’ conception of different kinds of mathematical examples and examples given by teachers or generated by students with metaphor analysis. Participants of the study consist of 190 preservice mathematics teachers. Data collection tool is included four uncompleted sentences in form: “Visual examples in mathematics are like……, because……” ; “algebraic examples in mathematics are like……, because……”; “Examples given by teacher in mathematics are like……, because……”; “Examples given by students in mathematics are like……, because……”. Participants are asked to complete these sentences. Obtained data were analyzed by using content analysis. To ensure the reliability of the data interviews were conducted with 11 of participants, so classification and thematization of metaphors were checked. In addition, through the interviews in-depth information was obtained on perceptions of preservice teachers with respect to mathematical examples.

Keywords:

Mathematical examples, metaphor analysis, preservice teachers,

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