ORTAOKUL MATEMATİK ÖĞRETMENİ ADAYLARININ ORİGAMİ DERSİNDE EDİNDİKLERİ DENEYİMLER

Bu çalışmada ortaokul matematik öğretmeni adaylarının seçmeli origami dersi kapsamında origamiyle ilgili edindikleri deneyimlerin açığa çıkarılması amaçlanmıştır. Bu derste katılımcılar etkinlik tasarlayarak, bu etkinlikleri uygulayarak ve farklı etkinliklere katılarak origamiyle ilgili deneyim edinmişlerdir. Araştırmanın katılımcıları 2017–2018 akademik yılının bahar döneminde bir devlet üniversitesinde ilköğretim matematik öğretmenliği lisans programına kayıtlı olan 19 son sınıf öğretmen adayıdır. Araştırmanın verileri, katılımcı gözlemler ve yapılandırılmış mülakatlar yoluyla elde edilmiştir. Veriler içerik analiz yöntemlerinden tümevarımsal analiz yöntemi kullanılarak analiz edilmiştir. Yazarlar sürekli karşılaştırmalı analiz tekniğini kullanarak verileri açık kodlama işlemine tabi tutmuşlardır. Benzer kodlar bir araya getirilerek kategoriler ve temalar oluşturulmuştur. Son olarak, araştırmacılar bağımsız olarak yaptıkları kodlamaları kontrol etmiş ve birkaç oturum sonrasında analizler üzerinde fikir birliğine varmışlardır. Verilerin analizine göre öğretmen adaylarının origami dersinde edindikleri deneyimler şu dört kategori altında toplanmıştır: origaminin öğrencilerin bireysel gelişimlerini (bilişsel, duyuşsal ve psikomotor gelişim) desteklemedeki rolüyle ilgili deneyimler, origaminin matematik öğretimindeki rolüyle ilgili deneyimler, origaminin matematik öğretimindeki sınırlılıklarıyla ilgili deneyimler ve matematik öğretiminde origami kullanılırken dikkat edilmesi gereken hususlarla ilgili deneyimler. Çalışmanın bulgularından yola çıkılarak ileride yapılabilecek araştırmalarla ilgili önerilerde bulunulmuştur.

Anahtar Kelimeler:

Origami ile matematik öğretimi, ortaokul matematik öğretmen adayları, yaşanmış deneyimler

THE LIVED EXPERIENCES OF PROSPECTIVE MIDDLE SCHOOL MATHEMATICS TEACHERS IN AN ORIGAMI COURSE

The purpose of this study was to explore the lived experiences of prospective middle school mathematics teachers in an elective origami course. In this course, the participants gained some experience with origami by designing and implementing activities and taking part in other participants’ activities. The participants were 19 senior prospective middle school mathematics teachers enrolled in a teacher education program at a public university in the spring semester of 2017–2018 academic year. The data of this study were collected by participant observations and semi-structured interviews. Inductive qualitative analysis, one form of content analysis, was used to analyze the data of the study. The two authors open coded the data by using the constant comparison technique. Categories and themes emerged from common codes. Finally, the two authors checked their independent codings and reached a consensus on them after a number of sessions. The analysis of data showed that the prospective teachers had the following four categories of experiences in the elective origami course: experiences about the role of origami in students’ personal (cognitive, affective and psychomotor) development, experiences about the role of origami in the teaching of mathematics, experiences about the limitations of origami in mathematics teaching and experiences about the issues that must be considered when using origami in mathematics lessons. Suggestions for future research were made based on the findings of the study.

Keywords:

Teaching mathematics with origami, prospective middle school mathematics teachers, lived experiences,

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