Mesut ÖZTÜRK, Betül Küçük DEMİR, Pınar AKKAN, Yaşar Akkan

Ortaokul Matematik Öğretmenlerinin Aritmetik ve Cebir Problemleri Hakkındaki Görüşleri ve İnançları

Bu çalışmanın amacı, ortaokul matematik öğretmenlerinin öğrencilerin matematiksel içerikedinme yetkinlikleri ile ilgili görüşlerini ve inançlarını (farklı tipteki problemler ve çözümleribağlamında) belirlemektir. Çalışma, nicel araştırma desenlerinden betimsel araştırma modelinegöre yürütülmüştür. Araştırmanın örneklemini otuz iki ortaokul matematik öğretmenioluşturmaktadır. Veri toplama aşamasında, Likert ve problem tipi sorulardan oluşan literatürdestekli anketlerden ve araştırmacı tarafından geliştirilen açık uçlu anket sorularındanyararlanılmıştır. Verilerin çözümlenmesinde betimsel istatistik ve analiz yöntemlerikullanılmıştır. Öğretmenler, öğrenciler için cebir problemlerinin aritmetik problemlere göre,sözel problemlerin ise sembolik problemlere göre daha zor olduğunu, problemdeki bilinmeyenniceliğin pozisyonunun zorluk düzeylerini etkilediğini ve öğrencilerin birden çok stratejikullanabileceklerini belirtmişlerdir. Ayrıca öğretmenlerin çoğu, hikâye problemlerinin yenianlamlar çıkarmada sembolik problemlere göre daha uygun olduğunu ve sembol öncelikli eğilimiile “cebir en iyidir” görüşünü benimsemektedirler.

Opinions and Beliefs of Middle School Mathematics Teachers about Arithmetic and Algebra Problems

The aim of this study is to determine the opinions and beliefs of secondary school mathematics teachers about the students' competencies to acquire mathematical content in the context of different types of problems and solutions. The study was conducted according to the descriptive research model from the quantitative research design. The sample of the research consists of 32 middle school mathematics teachers. In the data collection phase, literature supported questionnaires consisting of Likert and problem type questions and open-ended questionnaires developed by the researcher were used. Descriptive statistics and analysis methods were used in analysing the data. Teachers have stated that for students, algebraic problems are more difficult than arithmetic problems and verbal problems are more difficult than symbolic ones, the unknown quantities in the problem affect the level of difficulty of the problem and there are more strategies students can use. In addition, most teachers adopt the idea that story problems are more appropriate than symbolic problems in terms of new meanings, and that "algebra is the best" with symbol precedence view.

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