An Observational Study in Elemantary Mathematisc Classrooms

Çalışmanın amacı, ilköğretim ikinci kademedeki matematik derslerini matematiksel içerik, öğretim metodu ve ders saati süresi açısından incelemektir. Ankara'daki çeşitli ilköğretim okullarının ikinci kademesinde 15 matematik öğretmenine ait 241 matematik dersi gözlenmiştir. Elde edilen sonuçlar şunlardır: (a) Gözlemciler verilen matematik konularının öğretilmeye değer ve seviyeye uygun olduğunu, içeriğin doğru olarak verildiğini düşünmektedirler. Diğer taraftan işlenen derslerde dersin konusu ile matematiğin diğer konuları ya da günlük hayat arasında yeteri kadar bağlantı kurulmadığına inanmaktadırlar, (b) Yaygın olarak düz anlatım yöntemi ve soru-cevap tekniği kullanılmaktadır. Gözlenen derslerin hepsinde öğrenciler bireysel olarak çalışmaktadırlar öğrencilerin birbiriyle etkileşimini gerektiren hiçbir etkinlik gerçekleştirilmemiştir. Gözlenen derslerin yarısından çoğunda, ders kitabı dışında bir materyal kullanılmamıştır, (c) Ders süresi etkili bir şekilde kullanılamamaktadır. 40 dakikalık dersin ortalama 24,72 dakikasında derse yönelik bir çalışma yapılmaktadır.

İlköğretim Matematik Sınıflarında Gözlem Çalışması

The purpose of this paper is to investigate elementary mathematics classrooms in terms of mathematics content, teaching method, and the duration of mathematics lesson. Data for this research study comprised of 241 elementary mathematics lessons taught by 15 teachers working in different schools in Ankara. The results suggested, (a) in these lessons the topic was worthwhile to teach, the level of teaching was appropriate to the grade level, the topic was presented correctly but the connection between the topic of the lesson and other topics of math or daily life was not built, (b) Commonly used teaching method was lecturing and technique was question-answer; and the students studied individually. More than half of the lessons teachers did not use any material other than textbooks; (c) teachers were not successful at using the time efficiently.

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