Matematiksel Problemler Aracılığıyla Eğitimsel Değerlerin Aktarımı: Kuramsal Bir Çalışma

Son yıllarda matematik öğretiminde duyuşsal alanın önemini ortaya koyan çalışmaların artması, matematik öğretiminde bilişsel faktörlerin yanında duyuşsal faktörlerin de dikkate alınmasının gerekliliğini ortaya koymuştur. Tutum ve inanç gibi duyuşsal boyutlara göre daha derin yapılar içeren “değer” kavramı da bu süreçte önem kazanmıştır. Bu kapsamda, ülkemizde yayımlanan ilkokul ve ortaokul ile ortaöğretim matematik öğretim programlarında (Milli Eğitim Bakanlığı [MEB], 2018;a 2018b) ilk kez 10 adet değer, -adalet, dostluk, dürüstlük, öz denetim, sabır, saygı, sevgi, sorumluluk, vatanseverlik ve yardımseverlik- tanımlanmış ve bu değerler, ilgili kazanımlarla ilişkilendirilmiştir. Ancak buna rağmen; değerlerin, matematik sınıflarında nasıl yer alacağı konusunda yeterince açıklama ve netlik bulunmamaktadır. Bu bağlamda şimdiki çalışmada, matematiksel problem çeşitleri aracılığıyla matematik derslerinde değer aktarımlarının nasıl yapılabileceğine yönelik örneklere, bu örneklerin öğrencilere aktardığı değer çeşitlerine ve bunlara ilişkin tartışmalara yer verilmiştir. Ayrıca, ileri çalışmalar için araştırmacılar ile öğretim programı yapıcılarına ve uygulayıcılarına da bu kapsamda çeşitli önerilerde bulunulmuştur.

Anahtar Kelimeler:

Değerler, eğitimsel değerler, matematiksel değerler, matematiksel problemler

The Transmission of Educational Values through Mathematical Problems: A Theoretical Study

In recent years increasing the number of studies that emphasize the importance of affective domain in mathematics teaching has revealed the necessity of shaping the teaching in the classroom in this context. For this reason, values in mathematics teaching have rarely started to take place in mathematical issues. Thus the Ministry of National Education in Turkey has defined and used 10 root values- justice, friendship, honesty, self-control, patience, respect, love, responsibility, patriotism and helpfulness- in mathematics education programs for the first time in 2017. However, although the necessity to focus is emphasized in the curriculum, there is not enough explanation and clarity about how the values will take place in mathematics classes. Therefore, in this study, it will be explained how various types of problems can be used in order to bring the values to the mathematics classes and various examples will be included.

Keywords:

Values, educational values, mathematics values, mathematical problems,

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