YUsuf KOÇ, Mine IŞIKSAL, Aslihan OSMANOĞLU

Prospective teachers’ noticing with respect to the student roles underlined in the elementary mathematics program: Use of video- cases

Bu nitel çalışmanın amacı, öğretmen eğitiminde video örnek olay kullanımı neticesinde,matematik öğretmen adaylarının ilköğretim matematik programında vurgulanan öğrenci rolleriüzerine fark ettikleri noktaları incelemektir. Çalışmada teorik çerçeve olarak van Es ve Sherin(2002) tarafından geliştirilmiş olan Fark Etme Teorisi’nden yararlanılmıştır. Veriler, büyük birdevlet üniversitesinde öğrenim görmekte olan 15 son sınıf matematik öğretmen adayındanyazılı yansıtıcı görüşler ve mülakatlar neticesinde toplanmıştır. Bulgular, öğretmen adaylarınıngerçek matematik sınıf ortamlarını analiz etme şansı yakaladıklarında, ilköğretim matematikprogramında vurgulanan öğrenci rollerine yönelik çeşitli noktaları fark edebildiklerinigöstermiştir.

Öğretmen adaylarının ilköğretim matematik programında vurgulanan öğrenci rolleri üzerine fark ettikleri noktalar: Video örnek olay kullanımı

The purpose of this qualitative case study was to examine what prospective mathematicsteachers noticed with respect to the student roles underlined in the elementary mathematicsprogram when video-case based pedagogy was employed in teacher education. The theoreticalframework employed in this study was Learning to Notice framework developed by van Es andSherin (2002). The data was collected through reflection papers and interviews from 15 seniorprospective teachers enrolled at a large state university. The findings indicated that prospectiveteachers could notice several issues related to student roles underlined in the elementarymathematics program when they were provided with a learning environment to analyze realmathematics classrooms.

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