Meltem KOÇAK, Burçin GÖKKURT ÖZDEMİRB, Yasin SOYLUA

İlköğretim Matematik Öğretmeni Adaylarının Silindir Kavramıyla İlgili Pedagojik Alan Bilgilerinin İncelenmesi

Bu çalışmada, ilköğretim matematik öğretmeni adaylarının geometrik cisimler konusunda yer alan silindir kavramıyla ilgili sahip oldukları pedagojik alan bilgilerini; konu alan bilgisi, öğretim strateji bilgisi, öğrenciyi anlama bilgisi ve ölçme değerlendirme bilgisi alt bileşenleri doğrultusunda araştırılması amaçlanmıştır. Çalışmada, nitel yaklaşıma dayalı durum çalışması yöntemi kullanılmıştır. Bu kapsamda çalışmanın katılımcıları belirlenirken amaçlı örnekleme yöntemi esas alınmış ve yedi öğretmen adayı çalışmaya dâhil edilmiştir. Çalışmanın verileri yarı-yapılandırılmış mülakat yardımıyla toplanmıştır. Elde edilen verilerin analizinde, içerik analizi ve betimsel analiz teknikleri birlikte kullanılmıştır. Analiz sonucunda öğretmen adaylarının silindir kavramına yönelik pedagojik alan bilgilerinin istenilen düzeyde olmadığı özellikle de konu alan bilgileri ve ölçme ve değerlendirme bilgilerinin yetersiz olduğu görülmüştür. Ayrıca öğretmen adaylarının öğretim strateji bilgilerine nazaran öğrenciyi anlama bilgilerinin daha yeterli olduğu sonucuna ulaşılmıştır

An Investigation the Pedagogical Content Knowledge of Pre- Service Elementary Mathematics Teachers’ about the Concept of Cylinder

In this study, it was aimed to investigate the pedagogical content knowledge of preservice elementary mathematics teachers’about the concept of cylinder in the subject of geometric objects in accordance with the sub-components of subject knowledge, knowledge of teaching strategy, knowledge of understanding students and measurement and evaluation knowledge. The case study method based on the qualitative approach was used in the study. In this context, while determining the participants of the study, the purposeful sampling method was taken as a basis and seven pre-service teachers were included in the study. The data of the study were collected using the semi-structured interview. The content analysis and descriptive analysis techniques were used together in the analysis of the obtained data. As a result of the analysis, it was observed that the pedagogical content knowledge of the preservice teachers about the concept of cylinder was not at the desired level and especially the subject knowledge and measurement and evaluation knowledge were insufficient. Furthermore, it was concluded that the pre-service teachers’ knowledge of understanding students was more adequate when compared to the knowledge of teaching strategies

PDF

___

Accascina, G.,& Rogora, E. (2006). Using cabri 3D diagrams for teaching geometry. International Journal for Technology in Mathematics Education, 13(1), 11-22.
Avgören, S. (2011). Different grade levels students concept image related with solids objects (prism, pyramid, cone,cylinder, sphere).Unpublished master’s thesis, Gazi University, Turkey.
Aygün, B., Baran-Bulut, D., & İpek, A. S. (2013, Mayıs). Sınıf öğretmeni adaylarının eşit işaretine yönelik alan bilgileri ve pedagojik alan bilgileri.12. Matematik Sempozyumu’nda sunulan bildiri. Hacettepe Üniversitesi, Ankara.
Aylar, E. (2017). Inferences on the pedagogical content knowledge in the context of problem solving in the process of classroom teacher training. Mersin University Journal of the Faculty of Education,13(2),744-759.
Baki, A.(2014). Kuramdan uygulamaya matematik eğitimi.(5. bs.). Ankara: Harf Eğitim. Bardak, Ş., & Karamustafaoğlu, O. (2016). Fen bilimleri öğretmenlerinin kullandıkları öğretim strateji, yöntem ve tekniklerin pedagojik alan bilgisi bağlamında incelenmesi. Amasya Üniversitesi Eğitim Fakültesi Dergisi,5(2), 567-605.
Baştürk, S.,& Dönmez, G. (2011). Investigating mathematics student teachers’ pedagogical content knowledge in the context of knowledge of assessment. Ahi Evran University Kırşehir Journal of the Faculty of Education,12(3), 17-37.
Battista, M. T.,& Clements, D. H. (1996). Students' understanding of three-dimensional rectangular arrays of cubes. Journal for Research in Mathematics Education, 27(3), 258- 292.
Batur, Z., & Balcı, S. (2013). Research on Turkish pre-service teachers’ pedagogical content knowledge. Adıyaman University Journal of Social Sciences Institute, 11, 1308-9196.
Baykul, Y. (2014). Ortaokulda matematik öğretimi (5-8 sınıflar) (2. bs.). Ankara: Pegem.
Ben-Chaim, D. (1989). The role of visualization in the middle school mathematics curriculum. Focus on Learning Problems in Mathematics, 11, 49-60.
Bloom, B. S. (1956). Taxonomy of educational objectives, the classification of educational goals, handbook I: cognitive Domain. New York: David McKay Company.
Bukova-Güzel, E., Uğurel, I., Özgür, Z., & Kula, S. (2010). The review of undergraduate courses aimed at developing subject matter knowledge by mathematics student teachers. Procedia-Social and Behavioral Sciences, 2(2), 2233-2238.
Butler, S. M., & McMunn, N. D. (2006). A teacher's guide to classroom assessment: understanding and using assessment to ımprove student learning. Greensboro-NC:JosseyBass.
Cansız-Aktaş, M. (2014). Nitel veri toplama araçları. M. Metin (Ed.), Kuramdan uygulamaya eğitimde bilimsel araştırma yöntemleriiçinde(s. 337-371). Ankara: Pegem.
Çakmak, Z., Konyalıoğlu, A. C., & Işık, A. (2014) The investigation of pre-service elementary mathematics teachers’ content knowledge on three dimensional objects. Middle Eastern ve African Journal of Educational Research MAJER,8,28-44.
Dokumacı Sütçü, N.,& Bulut, İ. (2015). Assesment of competency perceptions of secondary school math teachers about the level of the use of amet. e-International Journal of Educational Research, 6(3),23-45.
Durmuş, S., Toluk, Z., & Olkun, S. (2002, Eylül). Matematik öğretmenliği 1. sınıf öğrencilerinin geometri alan bilgi düzeylerinin tespiti, düzeylerinin geliştirilmesi için yapılan araştırma ve sonuçları. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi içinde(s.254). Ankara: Orta Doğu Teknik Üniversitesi.
Ersoy, Y.,& Ardahan, H.(2003).İlköğretim okullarında kesirlerin öğretimi-II: tanıya yönelik etkinliklerdüzenleme.Matder. www.matder.org.tr. Erişim Tarihi:14.11.2016.
Gökbulut, Y. (2010). Prospective primary teachers? pedagogical content knowledge about geometric shapes. Unpublished doctoral dissertation, Gazi University, Turkey.
Gökdal, N. (2004). Misconceptions of 8th and 11th grade students in area and volume subjects.Unpublished master’s thesis, Gazi University, Turkey.
Gökkurt, B.(2014).An examination of secondary school mathematics teachers' pedagogical content knowledge on geometric shapes.Unpublished doctoral dissertation, Atatürk University, Turkey.
Gökkurt, B.,& Soylu, Y. (2016a). Examination of middle school mathematics teachers’ mathematical content knowledge: the sample of prism. Abant İzzet Baysal University Journal of the Faculty of Education, 16(2),451-482.
Gökkurt, B.,& Soylu, Y. (2016b). Examination of middle school mathematics teachers’pedagogical content knowledge: the sample of cone. Elementary Education Online,15(3),946-973.
Gökkurt, B., Şahin, Ö., Soylu, Y., & Soylu, C. (2013). Examining pre-service teachers' pedagogical content knowledge onfractions in terms of students’ errors. International Online Journal of Educational Sciences, 5(3), 719-735.
Gökkurt, B., Şahin, Ö., Soylu, Y.,& Doğan, Y. (2015). Pre-service teachers’ pedagogical content knowledge regardingstudent mistakes on the subject of geometric shapes. Elementary Education Online, 14(1), 55-71.
Gökkurt, B., Şahin, Ö., Erdem, E., Başıbüyük, K., & Soylu, Y. (2015). Investigation of pedagogical content knowledge of middle school prospective mathematics teachers on the cone topic in terms of some components. Journal of Cognitive and Education Research, 1(1),18-40.
Gürbüz, K., & Durmuş, S. (2009). The qualification levels of in-service elementary school teachers on the sub-learning strands, namely transformatıonalgeometry, geometrıc objects,pattern and tesselatıons. Abant İzzet Baysal University Journal of the Faculty of Education,9(1), 1-22.
Gürefe, N.,& Kan, A.(2013). The study of validity and reliability of the attitude scale on the subject of geometric objects for the prospective teachers. Elementary Education Online, 12(2), 356-366.
Hashweh, M. Z. (1987). Effects of subject-matter knowledge in the teaching of biology and physics. Teaching and teacher education, 3(2), 109-120.
Käpylä, M., Heikkinen, J. P., & Asunta, T. (2009). Influence of content knowledge on pedagogical content knowledge: The case of teaching photosynthesis and plant growth. International Journal of Science Education, 31(10), 1395-1415.
Kılıç, Ç.(2003). The Effect of teaching geometry based on Van Hiele Levels on the acedemic success, attitudes and recall levels of the 5 th grade primary school students in mathematics course. Unpublished master’s thesis, Anadolu University, Turkey.
Mıhladız, G. (2007). The effect of application of portfolio in primary school science teaching on the students' academic achievements and attitudes towards the lesson. Unpublished master’s thesis, Muğla Sıtkı Koçman University, Turkey.
Miles, M. B.,& Huberman, A. M. (1994). Qualitative data analysis: An expanded source book. California: Sage.
Milli Eğitim Bakanlığı *MEB+, (2013). Ortaokul matematik dersi (5,6, 7. ve 8. sınıflar) öğretim programı. Ankara: Talim Terbiye Kurulu Başkanlığı.
Mitchelmore, M. C. (1997). Children's informal knowledge of physical angle situations. Learning and Instruction, 7(1), 1-19.
Olkun, S. (2001). Öğrencilerin hacim formülünü anlamlandırmalarına yardım edelim. Kuram ve Uygulamada Eğitim Bilimleri,1(1), 181-190.
Olkun, S., & Sinoplu, N. B. (2008). The effect of pre-engineering activities on 4th-and 5thgrade students’ understanding of rectangular solids made of Small cubes. International Online Journal Science and Mathematics Education, 8, 1-9.
Pesen, C. (2003). Eğitim fakülteleri ve sınıf öğretmenleri için matematik öğretimi. Ankara: Nobel.
Prescott, A., Mitchelmore, M.,& White, P. (2002, July). Students’ difficulties in abstract ingangle concepts from physical activities with concrete material. Proceedings of theAnnual Conference of theMathematics Education Research Group of Australian corporated Eric Digest (ED 472950).
Pusey, E. L. (2003). The Van Hiele model of reasoning in geometry: a literature review.Master’s Thesis, North Carolina: North Carolina StateUniversity, A.B.D.
Shulman, L.S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher,15(2), 4-14.
Stake, R.E. (2010). Qualitative research: studying how things work. London: The Guilford Press
Tahan, Ş. G. (2013). İlköğretim matematik 8 ders kitabı. Ankara: Can Matematik.
Tekin-Sitrava, R., & Işıksal-Bostan, M.(2013, Şubat). In-service mathematics teacher’s mathematical knowledge for teaching: a case of volume of prism.Paper Presented at 8th Congress of European Research in Mathematics Education(CERME 8),Antalya.
Tekin-Sitrava, R., & Işıksal-Bostan, M.(2014). An investigation into the performance, solution strategies, and difficulties in middle school students’ calculation of the volume of a rectangular prism. International Journal for Mathematics Teaching and Learning, 1-27
Tekin-Sitrava, R.,& Işıksal-Bostan, M.(2016). The nature of middle school mathematics teachers’subject matter knowledge: the case of volume of prisms. International Journal of Educational Sciences, 12(1), 29-37.
Terzi, M.(2010). The effect of instruction states designed according to Van Hiele geometrical thinking levels on the geometrical success and geometrical thinking ability. Unpublished doctoral dissertation, Gazi University, Turkey.
Toluk Uçar, Z. (2011). Öğretmen adaylarının pedagojik içerik bilgisi: Öğretimsel açıklamalar. Turkish Journal of Computer and Mathematics Education, 2(2), 87-102.
Tsamir, P., Tirosh, D., & Levenson, E. (2008). Intuitive nonexamples: the case of triangles. EducationalStudies in Mathematics, 69(2),81-95.
Ubuz, B. (1999). 10. ve 11. sınıf öğrencilerinin temel geometri konularındaki hataları ve kavram yanılgıları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 16-17, 95-104.
Van De Walle, J.A.,Karp, K.S. &Bay-Williams, J.M.(2014). İlkokul ve ortaokul matematiği gelişimsel yaklaşımla öğretim(7.bs.).(Ed. Durmuş). Ankara: Nobel.
Yemen-Karpuzcu, S., & Işıksal-Bostan, M. (2013). Geometrik cisimler: silindir, prizma, koni, piramit ve kürenin matematiksel anlamı. İÖ Zembat, MF Özmantar, E. Bingölbali, Şandır, H. ve A. Delice (Ed.),Tanımları ve tarihsel gelişimleriyle matematiksel kavramlariçinde (s. 278- 279). Ankara: Pegem.
Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (8.bs.).Ankara: Seçkin. Yin, R. (2014). Case study research: Design and methods. London: Sage