Matematik dersinde problem kurmaya yönelik öğretmen görüşleri üzerine nitel bir çalışma

Bu araştırmada, ilköğretim matematik öğretmenlerinin, problem kurmaya yönelik görüşlerinin ortaya konulması amaçlanmıştır. Araştırma, Erzurum il merkezinde görev yapan 6 ilköğretim matematik öğretmeni ile 2010- 2011 eğitim-öğretim yılı ikinci döneminde yürütülmüştür. Araştırmada veriler, problem kurmaya yönelik hazırlanan görüşme formu kullanılarak toplanmıştır. Elde edilen veriler, içerik analiz türleri içerisinde yer alan kategorisel analiz tekniği kullanılarak çözümlenmiştir. Araştırmada, öğretmenlerin problem kurmaya yönelik genel olarak olumlu görüşlere sahip oldukları, geometri dışındaki diğer öğrenme alanlarında problem kurma etkinliklerine yer verdikleri sonucuna ulaşılmıştır. Ayrıca öğretmenlerin ders sürecinde genel olarak yapılandırılmış ve yarı-yapılandırılmış problem kurma etkinliklerine yer verdikleri, buna karşın serbest problem kurma etkinlikleri yaptırmadıkları tespit edilmiştir.

A qualitative study on teacher views of problem posing in mathematics lesson

In this research, the opinions of primary school mathematics teachers were tried to be determined about problem posing. The research was carried out in spring semester of 2010-2011education years with 6 primary mathematics teachers who are working in an elementary school in the city center of Erzurum. The data were collected by using the interview form which was prepared on the basis of problem posing. The data obtained were analyzed according to categorical analysis method which is one of the content analysis methods. In the study, it was found that teachers generally have positive attitudes towards problem posing and they asserted that they give problem posing activities in their lessons for learning areas in mathematics except the geometry learning area. In addition, teachers stated that they used structured and semi-structured problem posing activities in the teaching process in general. On the other hand, they do not perform free problem posing activities in their lessons.

PDF

___

ABU-ELWAN, Reda (1999). The development of mathematical problem posing skills for prospective middle school teachers. In A. Rogerson (Ed.) Proceedings of theInternational conference on Mathematical Education into the 21st Century: Social Challenges, Issues and Approaches, (Vol. II, pp. 1-8), Cairo Egypt.
AKAY, Hayri (2006). Problem Kurma Yaklaşımı Ele Yapılan Matematik Öğretiminin Öğrencilerin Akademik Başarısı, Problem Çözme Becerisi ve Yaratıcılığı Üzerindeki Etkisinin incelenmesi, Gazi Üniversitesi (Yayınlanmamış Doktora Tezi), Ankara.
AKAY, HAYRİ ve BOZ, Nihat (2008). Prospective teachers’ views about problem-posing activities, Procedia Social and Behavioral Sciences, 1, 1192–1198.
AKKAN Yaşar, ÇAKIROĞLU, Ünal ve GÜVEN, Bülent (2009). Equation forming and problem posing abilities of 6th and 7th grade primary school students. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 9(17), 41-55.
BROWN, Stephen. I. ve WALTER, Marion. I. (1983). The art of problem posing. Lawrence Erlbaum Associates, London.
BROWN, Stephen. I. ve WALTER, Marion. I. (1993). Problem posing in mathematics education. In S. I. Brown ve M. I. Walter (Eds.), Problem posing: Reflection and applications (pp. 16–27). Hillsdale, NJ: Lawrence Erlbaum Associates.
BURTON, Leone (1999). The practices of mathematicians: What do they tell us about coming to know mathematics? Educational Studies in Mathematics, 37(2), 121–143.
CAI, Jinfa ve HWANG, Stephen (2002). Generalized and generative thinking in US and Chinese students’ mathematical problem solving and problem posing, Journal of Mathematical Behavior, 21, 401–421.
CANKOY, Osman ve DARBAZ, Sıtkıye (2010). Problem kurma temelli problem çözme öğretiminin problemi anlama başarısına etkisi, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 38, 11-24.
CORBIN, Juliet M. ve STRAUSS, Anselm C. (2007). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage Publication.
CONSTANTİNOS, Christou, NiCHOLAS, Mousoulides, MARİOS, Pittalis, DEMETRA, Pitta- Pantazi ve BHARATH Sriraman (2005). An empirical taxonomy of problem posing processes, ZDM 37(3), 148-158.
CLEMENT, John (1982). Algebra word problem solutions: Thought processes underlying a common misconception, Journal for Research in Mathematics Education, 13, 16–30.
CRESPO, Sandra (2003). Learning to pose mathematical problems: Exploring changes in preservice teachers’ practices, Educational Studies in Mathematics, 52, 243–270.
CRESPO, Sandra ve SINCLAIR, Nathalie (2008). What makes a problem mathematically interesting? Inviting prospective teachers to pose better problems, Journal of Mathematics Teacher Education, 11, 395-415. Doi: 10.1007/s10857-008-9081-0
CUNNINGHAM, Robert F. (2004). Problem posing: an opportunity for increasing student responsibility, Mathematics and Computer Education, 38(1),83-89.
DEDE, Yüksel (2005). Interpretation of the first-degree equations: A study on freshmen students in education faculty, Cumhuriyet Üniversitesi Sosyal Bilimler Dergisi, 29(2), 197-205.
DICKERSON, Valerie Meisner (1999). The impact of problem-posing instruction on the mathematical problem solving achievement of seventh graders, University of Emory (Unpublished doctoral dissertation), Atlanta.
ENGLISH, Lyn D. (1998). Children’s problem posing within formal and informal contexts, Journal for Research in Mathematics Education, 29(1), 83-106.
ENGLISH, Lyn D. (2003). Problem posing in the elementary curriculum. In F. Lester, ve R. Charles (Eds.), Teaching mathematics through problem solving. Reston, Virginia: National Council of Teachers of Mathematics.
ENGLISH, Lyn D. (1997). Promoting a Problem-posing Classroom, Teaching Children Mathematics, 3, 172-179.
GONZALES, Nancy A. (1996). Problem formulation: Insights from student generated questions, School Science and Mathematics, 96(3), 152–157.
KNOTT, Libby (2010). Problem Posing from the Foundations of Mathematics, TMME, 7, 413-432.
LAVY, Ilana ve SHRIKI, Atara (2007, July). Problem posİng as a means for developing mathematical knowledge of prospective teachers. Paper presented at the meeting of 31st Conference of the International Group for the Psychology of Mathematics Education, Seoul.
LAVY, Ilana ve SHRIKI, Atara (2010). Engaging in problem posing activities in a dynamic geometry setting and the development of prospective teachers’ mathematical knowledge, Journal of Mathematical Behavior, 29, 11–24.
LOWRIE, Tom (2002). Young children posing problems: the influence of teacher intervention on the type of problems children pose, Mathematics Education Research Journal,14(2), 87-98.
JULIE A. Luft ve GILLIAN H. Roehrig (2007). Capturing Science Teachers’ Epistemological Beliefs: The Development of the Teacher Beliefs Interview, Electronic Journal of Science Education, 11(2), 38-63.
MACGREGOR, Mollie ve STACEY, Kaye (1993). Cognitive models underlying students’ formulation of simple linear equations, Journal for Research in Mathematics Education, 24 (3), 217-232.
MCMILLAN, James H. ve SCHUMACHER, Sally (2010). Research in education. Boston, USA: Pearson Education.
MESTRE, Jose, P. (2002). Probing adults’ conceptual understanding and transfer of learning via problem posing, Applied Developmental Psychology, 23, 9-50.
MEB, (2006). İlköğretim matematik dersi (6-8. Sınıflar) öğretim programı ve kılavuzu. Ankara Devlet Kitapları Müdürlüğü.
NCTM (2000). Principles and standards for school mathematics, Reston, VA: Author.
NAKANO, Akiro, MURAKAMI, Naok, HIRASHIMA, Tsukasa ve TAKEUCHI, Akiro. (2000). A learning environment for problem posing in simple arithmetical word problem. Proceedings of International Conference on Computers in Education: ICCE, 14, (pp. 91-98).
NIXON-PONDER, Sarah (2001). Teacher to Teacher: Using Problem-Posing Dialogue in Adult Literacy Education, tarihinde alınmıştır.
PERRIN, John Robert (2007). Problem posing at all levels in the calculus classroom, School Science and Mathematics, 107(5), 182-188.
SILVER, Edward, A. (1994). On mathematical problem posing, For The Learning of Mathematics, 14(1), 19–28.
SILVER, Edward A. ve CAI, Jinfa (1996). An analysis of arithmetic problem posing by middle school students, Journal for Research in Mathematics Education, 27, 521–539.
SMITH, Margaret (2000). Redefining success in mathematics teaching and learning, Mathematics Teaching in the Middle School, 5 (6).
STICKLES, Paula R. (2006). An analysis of secondary and middle school teachers’ mathematical problem posing, University of Indiana (Unpublished doctoral dissertation), Bloomington.
STOYANOVA, Elena ve ELLERTON, Nerida, F. (1996). A framework for research into students’ problem posing. In P. Clarkson (Ed.), Technology in Mathematics Education (pp. 518–525).
Melbourne: Mathematics Education Research Group of Australasia.
STOYANOVA, Elena (1998). Problem posing in mathematics classrooms. In A. McIntosh, ve N. Ellerton (Eds.), Research in mathematics education: A contemporary perspective (pp. 164-185). Perth: MASTEC Publication.
STOYANOVA, Elena (2005). Problem-posing strategies used by years 8 and 9 students, Australian Mathematics Teacher, 6(3), 6-11.
TOLUK-UÇAR, Zülbiye (2009). Developing pre-service teachers understanding of fractions through problem posing, Teaching and Teacher Education, 25, 166–175.
VAN DEN HEUVEL-PANHUIZEN, Marja, MIDDLETON, James, A. ve STREEFLAND, Leen (1995). Student-generated problems: Easy and difficult problems on percentage, For the Learning of Mathematics,15(3), 21-27.
YILDIRIM, Ali ve ŞİMŞEK, Hasan (2008). Sosyal bilimlerde nitel araştırma yöntemleri,Ankara, Seçkin Yayıncılık.
YUAN, Xıanwei ve SRIRAMAN, Bharath (2010). An exploratory study of relationships between students’ creativity and mathematical problem-posing abilities, in B. Sriraman, K.Lee (eds.), The Elements of Creativity and Giftedness in Mathematics, Rotterdam, The Netherlands: Sense Publishers.