M. Gözde DİDİŞ KABAR, Berna TATAROĞLU TAŞDAN

Pre-Service Mathematics Teachers’ Identifications and Interpretations about Students’ Thinking through Clinical Interviews

The aim of this study was to examine the pre-service elementary school mathematics teachers’ identifications and interpretations of the students’ thinking about fractions through clinical interviews. The participants of this case study were 41 fourth grade pre-service mathematics teachers. In the study, pre-service teachers conducted three interviews with the students, who had different success levels, at 3-4 week intervals during the semester. The data sources for the study consisted of the written responses of the pre-service teachers to the questions in the given evaluation form, the observation notes of pre-service teachers and the transcriptions of each interview. Qualitative content analysis was used for analyzing the data. The findings of the study showed that pre-service teachers identified the students’ correct and incorrect knowledge, the students' solution strategies and students’ ability to explain their solutions. It was also found that while the pre-service teachers were interpreting students’ thinking they identified during interviews, they associated their interpretations with “the student” or “ the teacher”.

Matematik Öğretmeni Adaylarının Klinik Görüşmeler Aracılığıyla Öğrenci Düşüncelerine Yönelik Tespitleri ve Yorumları

Bu çalışmanın amacı ilköğretim matematik öğretmeni adaylarının gerçekleştirdikleri klinik görüşmeler sürecinde kesirler konusundaki öğrenci düşüncelerine yönelik tespitlerinin ve bu tespitlerine yönelik yorumlarının incelenmesidir. Durum çalışması olarak tasarlanan bu çalışmanın katılımcıları 41 dördüncü sınıf matematik öğretmeni adayıdır. Çalışmada öğretmen adayları bir dönem boyunca 4 haftalık aralıklarla toplam üç kez, farklı başarı düzeylerine sahip öğrencilerle “kesirler” konusunda birebir görüşmeler gerçekleştirmişlerdir. Bu çalışmanın veri kaynaklarını öğretmen adaylarının her bir klinik görüşme uygulamasından sonra verilen değerlendirme formundaki sorulara grupça verdikleri yazılı cevapları, öğretmen adaylarına ait gözlem notları ve klinik görüşmelerin yazılı dökümleri oluşturmaktadır. Çalışmanın verileri içerik analizi kullanılarak analiz edilmiştir. Çalışmanın bulguları öğretmen adaylarının klinik görüşmeler sürecinde, öğrencilerin yanlış ve doğru bilgileri ile ilgili, öğrencilerin kullandıkları çözüm stratejileri ve çözümlerini açıklayabilmeleri ile ilgili tespitlerde bulunduklarını göstermiştir. Öğretmen adaylarının öğrenci düşünceleri ile ilgili tespitlerini yorumlarken ise “öğrenci” veya “öğretmen” ile ilişkilendirdikleri belirlenmiştir.

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