Lisansüstü Eğitim Gören Matematik Öğretmenlerinin Tasarladıkları Matematik Okuryazarlığı Sorularının İncelenmesi

Bu çalışmada lisansüstü matematik okuryazarlığı eğitimi almış matematik öğretmenlerinin tasarlamış oldukları matematik okuryazarlığı sorularını; PISA matematik okuryazarlığı çerçevesinin matematiksel içerik, gerçek yaşam kategorileri ve matematiksel süreçler boyutları açısından incelemek amaçlanmıştır. Bununla birlikte matematik öğretmenlerinin tasarladıkları matematik okuryazarlığı sorularına yönelik matematiksel içerik, gerçek yaşam kategorileri ve matematiksel süreçler açısından yaptıkları sınıflandırmaların uygunluğunun araştırılması çalışmanın bir diğer amacıdır. Çalışmada nitel araştırma desenlerinden durum çalışması yöntemi kullanılmıştır. Araştırmanın katılımcıları Türkiye’de bir devlet üniversitesinde lisansüstü matematik okuryazarlığı dersine devam eden altı ilkokul matematik öğretmeninden oluşmaktadır. Araştırmanın verileri katılımcıların tasarladığı üçer matematik okuryazarlığı sorusundan ve bu sorulara yönelik yaptıkları sınıflandırmalardan elde edilmiştir. Araştırmanın sonucunda katılımcıların tasarladıkları soruların büyük kısmının matematiksel içerik alanı bakımından değişim ve ilişkiler kategorisinde yer aldığı, gerçek yaşam kategorisi açısından soruların çoğunlukla kişisel bağlam kategorisinde tasarlandığı, en az sorunun ise bilimsel ve toplumsal bağlamda tasarlandığı tespit edilmiştir. Tasarlanan sorular içerdikleri matematiksel süreçler açısından incelendiğinde soruların büyük kısmının her üç matematiksel süreç kategorisini içerdiği belirlenmiştir.

Anahtar Kelimeler:

matematik okuryazarlığı, matematik öğretmenleri, soru tasarlama

An Analysis of The Questions on Mathematical Literacy Designed by Mathematics Teachers with A Postgraduate Degree

This study aimed to examine the mathematical literacy questions designed by mathematics teachers with a postgraduate degree on mathematical literacy, in relation to the categories of mathematical content, real-life context, and mathematical processes, which are all defined as the dimensions of the PISA mathematical literacy framework. Another aim of the study is to investigate the appropriateness of the classifications made by mathematics teachers for the mathematical literacy questions they designed. The design of the study is a case study in qualitative research methods. The participants of the study consisted of six secondary school mathematics teachers, who had attended a postgraduate mathematical literacy course in Turkey. Data were obtained from eighteen questions on mathematical literacy designed by six participants and from the classifications made for the questions. As a result of the study, the majority of the questions designed by the participants turned out to fall in the category of ‘change and relationships’ and questions related to the real-life situations were mostly designed in the category of ‘personal’ context, with the least number of questions designed in the ‘scientific’ and ‘societal’ contexts. When the questions were examined in terms of the mathematical processes, most of them appeared to include all three categories of mathematical processes.

Keywords:

mathematical literacy, mathematics teachers, question design,

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