Belma TÜRKER BİBER, Ebru AYLAR, Zeynep Sonay AY, Oylum AKKUŞ İSPİR

İlköğretim Matematik Öğretmen Adaylarının Problem Çözmeye Dair Pedagojik Alan Bilgilerinin Sınıf İçi Gözlem ve Görüşme Yoluyla Belirlenmesi

Bu durum çalışmasının amacı, ilköğretim matematik öğretmen adaylarının problem çözmeye dair pedagojik alan bilgilerini görüşme ve sınıf içi uygulama gözlemleriyle belirlemek ve iki ayrı veri kaynağından edilen bilgileri karşılaştırarak varsa benzerlik ve tutarsızlıkları ortaya koymaktır. Araştırma Ankara ilinde bir devlet üniversitesinin ilköğretim matematik öğretmenliği programında son sınıfta okumakta olan 13 öğretmen adayıyla gerçekleştirilmiştir. Veri toplama araçları olarak; yarı yapılandırılmış görüşmeler ve sınıf içi gözlemler kullanılmıştır. Gerek problem çözmenin öğrenme üzerine etkisi ve matematik eğitimindeki yeri, gerekse problem çözmenin öğretim sürecinde ne oranda yer alması gerektiğine ilişkin sorulara verdikleri yanıtlar göz önüne alındığında geleneksel yaklaşımı eleştiren, problem çözme ile öğretim yaklaşımına yakın bir duruş sergileyen öğretmen adaylarının gerçekleştirdikleri uygulamanın ardından problem çözmeyi ifade ettiklerinin tersine, sonuç odaklı ele aldıkları, ulaşılan araştırma sonuçlarından birisidir.

Anahtar Kelimeler:

Matematik öğretmen adayları, pedagojik alan bilgisi, problem çözme, problem çözme uygulamaları

Pre-Service Primary School Mathematics Teachers’ Pedagogical Content Knowledge Of Problem Solving Through Interviews and In-Class Practice Observations

This is a case study aimed at determining pre-service primary school mathematics teachers’ pedagogical content knowledge of problem solving through interviews and in-class practice observations. This study also attempts to compare and contrast the data obtained from two different data sources to reveal any similarity and inconsistency, if there is any. The study group includes 13 senior students studying at the department of primary school mathematics education of a state university located in Ankara province. Semi-structured interview and inclass observation were employed for data collection. Taking into account their responses about the influence of problem solving on learning, the role it plays in mathematics education, and to what extent problem solving should be focused on during the teaching process, it is clear that the pre-service teachers criticize traditional approach and stay close to instruction via problem solving. However, this study also indicated that contrary to what they asserted, the pre-service teachers employed problem solving with a focus on results.

Keywords:

Pre-service primary school mathematics teachers, pedagogical content knowledge, problem solving, problem solving practices,

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