Necdet Güner, Renan SEZER, Oylum AKKUŞ İSPİR

Sekizinci Sınıf Matematik Öğretmenlerinin TIMSS Hakkındaki Görüşleri

Bu çalışma Türkiyeâyi TIMSS 2011âde temsil edecek olan 8. sınıf matematik öğretmenlerinin 200âüne verilen bir anket kullanılarak gerçekleştirilmiştir. Veri analizleri, öğretmenlerin ders işlerken TIMSSâi göz önüne almaları ile TIMSSâi önceden bilmeleri arasında manidar bir fark olduğunu ortaya koymuştur. TIMSS uygulama ve sonuç çıkarma sorularında öğretmenlerin başarı beklentileri ile yerleşim bölgeleri ve öğretmen tecrübesi arasında da anlamlı farklılıklar olduğu görülmüştür. Bu farklar büyük yerleşim bölgelerindeki öğrencilerin ve tecrübeli öğretmenleri olan öğrencilerin lehinedir. Öğretmenlerin %76,5âinin ders kitaplarından memnun olmadığı saptanmıştır. Öğretmenlerin %75,5âi yapılandırmacı yaklaşımı kullandıklarını söylerken, %65âinin kitaptan haftada bir veya daha az etkinlik yaptığı bulunmuştur. Gelecekte, Türkiyeânin TIMSSâde daha başarılı olması için alınan öğretmen görüşleri matematik programındaki konu sayısının azaltılması, kitaplardaki soru çeşitliliğinin, özellikle uygulama ve sonuc çıkarma sorularının, arttırılması yönündedir. Ders işleyişinde TIMSSâin göz önüne alınabilmesi için, hem öğretmenlerin, hem de öğrencilerin yeterince önceden bilgilendirilmesi istenmektedir. Öğretmenler öğrencilerin motivasyonunu arttırabilmek ve üst düzey düşünme becerilerini geliştirebilmek için, hizmetiçi eğitime ihtiyaç duymaktadırlar.

Anahtar Kelimeler:

TIMSS, ilköğretim matematik öğretmenleri, matematik programı, matematik başarısı, matematik kitapları.

Turkish 8th Grade Mathematics Teachersâ Perspective on TIMSS

A survey research design was utilized and conducted on 200 of the 250 8th-grade teachers whose students would represent Turkey in TIMSS 2011. A statistically significant difference was found between those teachers who have been considering TIMSS while planning their lessons and those who knew about TIMSS in advanced. Data revealed that statistically meaningful differences also exist between the mathematics success expected on application-, reasoning-level questions and schoolâs residential location, teacherâs experience. The differences were in favor of students in larger settlements, having more experienced teachers. 76,5% of the teachers consider textbooks unsatisfactory/partially unsatisfactory. 75.5% of the teachers claimed to use constructivist pedagogy; however, 65% do one or fewer activities per week, using the textbook. To elevate Turkeyâs ranking in TIMSS, teachers recommend cutting down on the mathematics program, increasing question variety in the textbooks, and being informed of TIMSS earlier. Teachersâ should develop the ability to motivate students and write questions promoting higher-level thinking skills.

Keywords:

TIMSS, elementary mathematics teachers, mathematics curriculum, mathematics achievement, mathematics,

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