Eski-yeni ikilemi: Matematik öğretmenlerinin matematiksel inançları ve uygulamaları

Yapılan araştırmalar matematik öğretmenlerinin inançlarının öğretim uygulamalarını etkileyen önemli faktörlerden biri olduğunu ortaya koymaktadır. Bu araştırmalarda çelişkili bulgular ortaya çıkmıştır. Bazı araştırma sonuçları öğretmenlerin inanç ve uygulamalarının uyumlu olduğunu belirtirken, bazıları ise bu ikisinin uyumdan uzak olduğunu ortaya koymaktadır. Bu araştırmanın amacı 3 ilköğretim matematik öğretmeninin matematiksel inançları ve öğretim uygulamaları arasındaki ilişkiyi belirlemektir. Öğretmenlerin inanç ve uygulamaları farklı veri toplama teknikleri ile incelenmiştir. Her öğretmenin öğretimi 6 ders saati gözlendikten sonra, öğretmenlerle birebir görüşme yapılmış ve görüşmelerin sonunda bir inanç ölçeği uygulanmıştır. Öğretmenlerin matematiksel inançları ile öğretim uygulamaları ayrı ayrı incelendikten sonra, ikisi arasındaki uyuma bakılmıştır. Bulgular, öğretmenlerin matematiksel inançları ile uygulamaları arasında bazı tutarsızlıkların olduğunu ortaya çıkarmıştır. Üç öğretmen de geleneksel öğretim sergilemiş, fakat düşüncelerinde farklı yönelimler göstermişlerdir. Ayrıca, bulgular öğretmenlerin uygulamalarında yeni diye nitelendirdikleri öğrenci merkezli inançlar ile eski olarak nitelendirdikleri geleneksel inançlar arasında sıkıştıklarını göstermiştir.

Tension between old and new: Mathematics teachers' beliefs and practices

Research studies showed that teachers’ beliefs are important factors influencing their teaching practices. While some of these studies showed that there was a consistency between teachers’ beliefs and practices, others found that there were inconsistencies. The purpose of this study is to investigate the relationship between mathematical beliefs and teaching practices of elementary mathematics teachers. The mathematical beliefs and teaching practices of 3 elementary mathematics teachers were investigated using different data collection techniques. After observing each teacher’s teaching for 6 hours, semi-structured interviews were conducted. During interviews, teachers were asked to complete a belief scale. After analyzing teachers’ beliefs and practices, the consistencies among them were investigated. Results showed that there were inconsistencies among the teachers’ beliefs and practices. All teachers taught in a traditional manner, but they portrayed different beliefs. In addition, it was found that teachers were stuck in between traditional and new way of teaching.

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