Öğrencilerin Matematiksel Dili Kullanma ve Anlama Becerisi ile Öğretmenlerinin Öğrencilerin Matematiksel Dili Nasıl Kullandıklarını Fark Edebilme Yeteneği

Bu çalışmada 7. sınıf öğrencilerinin matematiksel dili kullanabilme becerilerinin incelenmesi ve matematik öğretmeninin öğrencilerin bu becerilerini fark edebilme yeteneğinin incelenmesi amaçlanmıştır. Bunun için farklı matematiksel başarı düzeyine sahip üç 7. sınıf öğrencisi ve bu öğrencilerin bulunduğu sınıfta öğretime devam eden bir matematik öğretmeni ile çalışılmıştır. Geometri öğrenme alanında yapılan uygulama 7 hafta süresince devam etmiştir. Uygulama süresince her ders kazanımı sonunda öğrenciler tarafından doldurulan öğrenci günlükleri, her ders öncesi ve sonrasında öğretmen tarafından doldurulan ders formları ve uygulama sonunda hem öğrencilerle hem de öğretmenle gerçekleştirilen bireysel görüşmeler veri toplama aracı olarak kullanılmıştır. Elde edilen veriler gömülü teori veri kodlama yöntemlerinden açık ve eksensel kodlama yöntemlerine göre analiz edilmiştir. Elde edilen bulgular, öğrencilerin matematiksel dili kullanma sıklıkları ve matematiksel dili doğru kullanabilme becerilerinin akademik başarıları ile ilişki olduğunu göstermektedir. Ders öğretmeninin öğrencilerin matematiksel dili kullanma becerileri hakkındaki farkındalık seviyesinin de öğrencilerin akademik başarıları ile uyumlu olduğu bulunmuştur.

Anahtar Kelimeler:

Öğretmen farkındalığı, Matematiksel dil, Alan kavramı, Geometrik muhakeme yeteneği

Students’ Ability to Use and Understand Mathematical Language with Their Teacher’s Ability to Notice the Ways of How Students Use Mathematical Language?

This study not only focused on investigating seventh grade estudents’ use of mathematical language correctly, but it also focused on teacher noticing, which includes being able to make sense of students’ thinking and the ways of how they used mathematical languages to convey their thinking.For this purpose, we worked with three seventh-grade students who demonstrated different achievement levels in mathematics and their math teacher. We used student journals and student interviews in order to investigate students’ use of mathematical language; while we used teacher logs and teacher interview to investigate the process of teacher noticing. Grounded-theory approach guided the analysis of the data collected. Each interview was transcribed and interesting issues regarding students’ use of mathematical language and teacher noticing were summarized. This study demonstrated that students tended to use mathematical language; however, how often they used mathematical language and how accurate they used it to convey their thinking varied based on their academic achievements. Additionally, participant teacher’s level of noticing of the students’ use of mathematical language differed based on students’ academic achievements.

Keywords:

Teacher noticing, Mathematical language, Concepts of area, Geometrical reasoning skills,

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