Dr. Belma TÜRKER BİBER, İffet YETKİN ÖZDEMİR

Matematiksel Modelleme Etkinlikleri Bağlamında Öğrenci Düşünmelerine Yönelik Öğretmen Farkındalığı ve Fark Etme Stratejileri

Çalışmanın amacı, öğrencilerin matematiksel düşünme sürecine yönelik öğretmen farkındalıklarını ve fark etme stratejilerini incelemektir. Durum çalışması deseni kullanılan çalışma, Ankara’daki bir ortaokulun yedinci sınıf düzeyinde eğitim veren bir matematik öğretmeninin derslerinde gerçekleştirilmiştir. Çalışmanın verileri öğretmenle yapılan yarı yapılandırılmış görüşmeler, sınıf içi video kayıtları, öğrenci gözlemleri ve öğrenci çalışmalarından elde edilen dokümanlar yoluyla toplanmıştır. Öğrenci düşünmelerini gözlemleme sürecinde istatistik konularını içeren dört modelleme etkinliği kullanılmıştır. Toplanan veriler içerik analizi ve betimsel analiz yöntemiyle analiz edilmiştir. Öğretmenin öğrenci düşünmelerine yönelik neleri fark ettiğine ilişkin 3 kategori elde edilmiştir: (a) Kavramsal anlama (b) işlemsel anlama ve (c) matematiksel dil kullanımı. Öğretmenin öğrenci düşünmeleriyle ilgili farkındalıklarının çoğunlukla kavramsal anlamalar üzerinde yoğunlaştığı tespit edilmiştir. Öğretmenin fark ettiklerini nasıl ifade ettiğiyle ilgili ise şu kategorilere ulaşılmıştır: (a) Tanımlama ve açıklama, (b) değerlendirme ve yorumlama ile (c) gerekçelendirme. Öğretmen uygun model geliştirme sürecindeki öğrencilerinde fark ettiği durumları tekrarlama, fazladan duyma ve taraflı duyma şeklinde tanımlamıştır. Fark ettiği durumlarla ilgili süreci ya da sonucu yorumlamış, çeşitli değerlendirmeler yapmıştır. Öğretmen yorumlarını gerekçelendirirken de, öğrenci söylemleri/davranışlarından kanıtlar sunmuş veya öğrencileriyle ilgili bilgilerinden ve beklentilerinden yola çıkarak tahminde/varsayımlarda bulunmuştur.

Anahtar Kelimeler:

öğretmen farkındalığı, , fark etme biçimleri, matematiksel modelleme, ortaokul matematiği

Teacher’s Noticing and Noticing Strategies about Student's Thinking in the Context of Mathematical Modeling Activitie

This study aims to examine teacher's noticing and noticing strategies towards student's mathematical thinking process. The case study was conducted in the lessons of a mathematics teacher teaching at the seventh grade level of a middle school in Ankara. Data was collected through semi-structured interviews with the teacher, in-class video recordings, student observations, and documents obtained from student studies. Four modeling activities relating statistical subjects were used to observe student's thinking process. The collected data were analyzed by content analysis and descriptive analysis method. There were figured out 3 categories of teacher’s noticing about student thinking: (a) conceptual understanding (b) procedural understanding (c) mathematical language use. It has been found that the teacher's noticing about student's thinking is mostly focused on conceptual understandings. Regarding the teacher's noticing strategies, the following categories were reached: a) Identification and description, (b) evaluation and interpretation, and (c) justification. The teacher defined the situations that she noticed in her students during the appropriate model development process as repetition, overhearing, and biased hearing. She interpreted the process or result of the situations she noticed and made various assessments. In justifying her comments, she presented evidence from students' rhetoric/behavior or offered predictions/assumptions based on her knowledge and expectations about their students.

Keywords:

Teacher, teacher, mathematical modeling, student thinking,

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