Murat GENÇ, Mustafa AKINCI

İlköğretim Matematik Öğretmen Adaylarının Lisans Eğitiminde Alınan Matematik Konu Alan Derslerine İlişkin Görüşleri

Bu araştırmanın amacı, ilköğretim matematik öğretmenliği programında öğrenim gören öğretmen adaylarının matematik konu alan derslerine ilişkin görüşlerini belirlemektir. Bu araştırma nitel araştırma desenlerinden biri olan olgu bilim deseni kapsamında yürütülmüştür. Çalışmanın araştırma gurubunu oluşturan 43 matematik öğretmen adayı seçiminde bir amaçlı örnekleme yöntemi olan ölçüt örnekleme yönteminden yararlanılmıştır. Veri toplama aracı olarak açık uçlu bir anket formu uygulanarak öğretmen adaylarının görüşleri yazılı olarak alınmıştır. Veri analizi nitel veri analizi yazılımı olan NVivo 11 yardımıyla içerik analizi yöntemi kullanılarak gerçekleştirilmiştir. Araştırmanın sonuçları, lisans matematik derslerinin, öğretmen adaylarının matematiksel becerilerinin genel gelişimine odaklanması gerektiğini ve sadece konu alan bilgisinin aktarılması yerine, kavramsal ilişkileri kurmak için dikkatli bir akıl yürütme ve matematiksel sağduyu geliştirerek matematiğin derinlemesine anlaşılmasının gerekliğini ortaya çıkarmıştır. Ayrıca, diğer matematiksel kavramlar ve gerçek yaşam durumlarıyla ilişkili geniş kapsamlı ve detaylı matematiksel konu alan bilgisinin öğretimi, öğretmen adaylarının matematik derslerine yönelik motivasyonlarını artıracak ve öğretilen matematiği daha anlamlı kılacaktır.

Anahtar Kelimeler:

matematik eğitimi, ilköğretim matematik öğretmen adayları, matematik konu alan bilgisi dersleri

Preservice Elementary Mathematics Teachers’ Views about Mathematics Subject Matter Courses Taken in Undergraduate Education

The purpose of this study is to explore the preservice elementary mathematics teachers’ views about mathematics subject matter courses taken in undergraduate education. This study used a phenomenological qualitative design. Criterion sampling method, which is one of the purposeful sampling approaches, was used for selecting 43 preservice mathematics teachers. An open-ended questionnaire was used as a data collection tool. Data analysis was conducted by using a content analysis method with the help of the qualitative data analysis software NVivo11. The results of the study revealed that undergraduate mathematics courses should focus on the overall development of prospective teachers’ mathematical skills and provide a deep understanding of mathematics by developing thoughtful reasoning and mathematical common sense to build conceptual relationships instead of transferring only subject matter knowledge. Emphasizing the importance of comprehensive and deep mathematical content knowledge associated with other mathematical concepts and real life situations will also increase prospective teachers’ motivation towards mathematics subject courses and make the mathematics learned meaningful.

Keywords:

mathematics education, preservice elementary mathematics teachers, mathematics subject matter courses,

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