Matematik Öğretmen ve Öğretmen Adaylarının Muhtemel Öğrenci Hatalarına Yaklaşımları

Öğretmenlerin matematik alan bilgi yeterlilikleri eğitim-öğretim sürecinin en etkili unsurlarından biridir. Hem pedagojik alan bilgisinin hem de matematik alan bilgisinin göstergelerinden biri ise muhtemel öğrenci hata- larını tespit edebilmedir. Bu çalışmada İran’ın Khoy Kenti’ndeki matematik öğretmenleri ve matematik öğretmen adaylarının soru çözümlerindeki hatalara yaklaşımları incelenmiştir. Bu amaca uygun olarak literatürden seri, türev ve integral kavramlarını içeren ve hatalı olarak çözülmüş üç adet soru katılımcılara yönetilmiştir. Bu sorulardaki hataların sebepleri matematiksel bilgi bağlamında açık uçlu sorularla istenmiştir. Çalışmada elde edilen verilere göre öğretmen ve öğretmen adayları, çözümlerde hata olduğunu belirlemişler fakat hataların sebeplerini matematik alan bilgisi bağlamında tam olarak açıklayamamışlardır. Çalışma bulguları ışığında, katılımcıların seri, türev ve integral bilgilerinin kavramsal boyutta yeterli düzeyde olmadığı söylenebilir.

Anahtar Kelimeler:

Matematik Alan Bilgisi, Pedagojik Alan Bilgisi, Hata Yaklaşımı, Matematik Öğretmeni, Ma- tematik Öğretmen Adayı

Mathematics Teacher and Student Teachers’ Approaches To Students’ Possible Errors

Knowledge quali cation of mathematics teachers is one of the in uential factors in learning process. The ability to diagnose the possible errors of students on the part of teachers and student teachers is taken as one of the criteria to gain insight into the teachers and student teachers pedagogic content knowledge and mathematics knowledge. In this research project, an analysis is made of approaches adopted by the Iranian mathematics teach- ers and student teachers in Khoy Vis–a–Vis the errors committed when solving the problems. To this end, from literature, three questions consisting of concepts of sequence, integral and derivative and their respective incorrect solutions were offered to the participants. Taking into account mathematics content knowledge, open questions as to the errors made were asked. The present results re ected that teachers and student teachers were able to diagnose the errors but unable to explain the reason. In the light of obtained results, it could be said that the participants’ mathematics knowledge especially mathematics concept was not satisfactorily enough.

Keywords:

Mathematical Content Knowledge, Pedagogical Content Knowledge, Error Approach, Mathematics Teacher, Pre-service Mathematics Teachers,

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