Yüksel DEDE, Veysel AKÇAKIN, Gürcan KAYA

COVID-19 Sürecinde Uzaktan Eğitim ile Geometri Derslerinde Aktarılan Değerler

COVID-19 salgını nedeniyle, ülkeler normal öğretim ortam ve süreçlerini (özellikle geleneksel yüz yüze eğitim) uzaktan eğitimle değiştirmek zorunda kalmıştır. Bu bağlamda bu çalışmanın amacı, Eğitim Bilişim Ağı [EBA] platformunda paylaşılan dokuzuncu sınıf matematik dersi içeriklerini matematik değerleri (matematiksel değerler ve matematik eğitimsel değerleri) açısından incelemektir. Bu anlamda bu çalışma, doküman incelemesine dayalı nitel bir araştırmadır. Veriler, Milli Eğitim Bakanlığı'na bağlı EBA’da yer alan 9. sınıf matematik dersi içeriklerinden elde edilmiş ve anlamsal içerik analizi kullanılarak analiz edilmiştir. Sonuçlar, nesnellik, açıklık, rasyonellik gibi matematiksel değerlerinin ve matematik öğrenmeye formalistik bakış açısı, sorgulama, araçsal anlama, olgular ve teoriler gibi matematik eğitim değerlerinin uzaktan eğitim matematik derslerinde sıklıkla vurgulandığını ortaya koymuştur. Araştırmanın sonuçları, ilgili literatürdeki (özellikle Türkiye bağlamında) yüz yüze matematik eğitimi çalışmalarının sonuçlarıyla da detaylı bir şekilde karşılaştırılmış ve bu bağlamda daha ileri çalışmalar için bazı önerilerde de bulunulmuştur.

Anahtar Kelimeler:

Uzaktan eğitim, 9. sınıf matematik dersi EBA içerikleri, değerler, matematik değerleri

Values Conveyed through Distance Education in Geometry Courses during COVID-19

Due to the COVID-19 pandemic, countries have had to change their usual teaching environment, and processes (especially traditional face to face education) with distance education. The purpose of this study was to investigate the Grade 9 mathematics course contents shared on the EBA platform in terms of mathematics values (mathematical values and mathematics educational values). In this sense, this study was a qualitative research based on document review. Data were collected from the Grade 9 mathematics course contents that exist in the EBA affiliated to the Turkish Ministry of National Education and were analysed using semantic content analysis. The results showed that the mathematical values such as objectivism, openness, rationalism, and the mathematics educational values such as formalistic view of mathematics learning, inquiry, instrumental understanding, facts & theories are often emphasized in distance education mathematics courses. The results of the study were also compared in detail with the results of the face-to-face mathematics education studies in the relevant literature (especially in the context of Turkey) and in this context some suggestions were also made for further studies.

Keywords:

Uzaktan eğitim, 9. sınıf matematik dersi EBA içerikleri, değerler, matematik değerleri,

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ISSN: 1308-1659
Yayın Aralığı: Yılda 4 Sayı
Başlangıç: 2008
Yayıncı: Afyon Kocatepe Üniversitesi Eğitim Fakültesi

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