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Bir Problem Çözme Dersi Vakası: Matematik Öğretmen Adaylarının Düşüncelerinin İncelenmesi

Etkili bir öğretme için bütün öğrencilerin ihtiyaçlarının karşılanması önemlidir. Öğretmen eğitimi programlarında, konu alanı bilgisi, pedagojik içerik bilgisi ve çeşitlilik hakkında bilginin önemi vurgulanırken öğretmen adaylarına reform temelli öğretimsel yaklaşımların tanıtılması can alıcıdır. Bu çalışma, öğretmen adaylarının özel bir biçimde tasarlanmış Matematikte Problem Çözme dersi hakkındaki algılarını sunmaktadır. Dersin tasarımı temelde problem çözme, çeşitlilik ve eşitlik bilinci üzerinde odaklanmış ve Hipotetik Öğrenme Yolu tarafından çerçevelenmiştir. Veri seti yarı yapılandırılmış görüşmelerden elde edilmiştir. Öğretmen adaylarının cevapları tematik analiz ile incelenmiştir. Öğretmen adaylarının Matematikte Problem Çözme dersi hakkındaki algıları dört temada toplanmıştır ve bunlar fayda, farkındalık, eksiklikler ve meydan okuyucu olarak problem setleridir. Genel olarak öğretmen adayları dersin, var olan içerik bilgilerini ve daha iyi bir matematik öğretmeni oldukları hakkında inançlarını geliştirdiğini, problem çözmede kullanılan sezgisel yaklaşımı öğrenmelerini, eşitlik ve çeşitlilik hakkında farkındalık yarattığını belirtmişlerdir fakat bunun yanında zamanlama ya da rehberlik eksikliği gibi problemlere de değinmişlerdir. Problem setleri dersin problem çözme ve kurma yapılarından biri olan temel parçalardan bir tanesidir ve bu problemler rutin olmayan problemlerdir ve öğretmen adayları tarafından zor olarak görülmüştür.
Anahtar Kelimeler:

problem çözme, matematik öğretmen adayları, çeşitlilik, eşitlik

A Problem Solving Course Case: Examination of Preservice Mathematics Teachers’ Perceptions

Addressing all students’ needs is important for effective teaching. In teacher education programs, it is vital to introduce reform-based instructional approaches to preservice teachers (PST) while emphasizing the essence of subject matter knowledge, pedagogical content knowledge and knowledge about diverse students. This study represents preservice mathematics teachers’ perceptions about distinctively designed Mathematical Problem Solving course. The design of the course basically had an emphasis on problem solving, diversity, and equity consciousness and framed by a hypothetical learning trajectory. The data were gathered through semi-structured interviews. PSTs’ responses were analyzed by thematic analysis. PSTs’ perceptions about the Mathematical Problem Solving course were grouped under four themes and these were efficacy, awareness, shortcomings, and problem sets as challengers. In general PSTs pointed that the course was effective on improving their previous content knowledge, belief about being a better educator, learning heuristics in problem solving, and creating an awareness on diversity and equity while it had some shortcomings such as time management or lack of guidance needed by PSTs. Problem sets were one of the main component of the problem solving and posing structure of the course and these problems were non-routine problems which many PSTs found it difficult as well.
Keywords:

problem solving, preservice mathematics teachers, diversity, equity,

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Harran Maarif Dergisi-Cover
  • Yayın Aralığı: Yılda 2 Sayı
  • Başlangıç: 2016
  • Yayıncı: Harran Üniversitesi
Arşiv
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