Ortaokul Matematik Öğretmenlerinin Cebirsel İfadelerle İşlem Sürecine İlişkin Alan Bilgilerinin Sınıf İçi Gözlem ve Görüşme Yoluyla İncelenmesi

Bu araştırmanın amacı, ortaokul matematik öğretmenlerinin cebirsel ifadelerle işlem sürecine ilişkin alan bilgilerini incelemektir. Araştırmada nitel araştırma desenlerinden durum çalışması deseni kullanılmıştır. Araştırmaya 2019-2020 eğitim öğretim yılının güz döneminde Çanakkale ilinde görev yapan üç ortaokul matematik öğretmeni katılmıştır. Öğretmenler aynı okulda görev yapmaktadır. Katılımcılar amaçlı örneklem yöntemlerinden ölçüt örnekleme yöntemi ile belirlenmiştir. Durum çalışması desenlerinden çoklu durum çalışmasının kullanıldığı bu çalışmada öğretmenlerin her biri ayrı bir durum olarak ele alınmıştır. Araştırma verileri sınıf içi gözlemler ve yarı yapılandırılmış görüşmeler aracılığıyla toplanmıştır. Yarı yapılandırılmış görüşmede öğretmenlere ders sürecindeki durumlara yönelik sorular yöneltimiştir. Gözlem sırasında gözlem notları oluşturulmuştur. Dersler video kamera ve görüşmeler ses kayıt cihazı ile kayıt altına alınmıştır. Öğretmenlerin cebirsel ifadelerle işlemler konusunu işledikleri dersleri 4 ders saati gözlenmiştir. Sonrasında her bir öğretmenle yarı-yapılandırılmış görüşmeler gerçekleştirilmiştir. Araştırma verileri betimsel analiz yoluyla analiz edilmiştir. Araştırmanın güvenirliği için veriler iki araştırmacı tarafından kodlanmıştır. Kodlayıcıların analizleri karşılaştırılmış ve %92 kod uyumuna ulaşılmıştır. Araştırmadan elde edilen bulgular, öğretmenlerin cebirsel ifadelerle işlem sürecine ilişkin alan bilgilerinin yeterli düzeyde olmadığını göstermiştir. Öğretmenler cebirsel ifadelerle işlem sürecini ‘meyve-salata’ yaklaşımını kullanarak açıklamışlardır. İki öğretmen ‘benzer terimler’ ve ‘benzer olmayan terimler’ yaklaşımını kullanmış, ancak bu yaklaşımı kural odaklı ele almışlardır. Öğretmenler cebirsel ifadenin matematiksel anlamına yönelik alternatif yaklaşımlar kullanmamışlardır.

Investigation of Middle School Mathematics Teachers’ Content Knowledge Related to Operation with Algebraic Expression Process Through Classroom Observation and Interview

The aim of this study is investigation of middle school mathematics teachers’ content knowledge related to operation with algebraic expression process. Case study design, one of the qualitative research designs, was used in the study. Three middle school mathematics teachers in Çanakkale in the fall semester of 2019-2020 academic year participated in the study. Teachers work at the same school. Participants were selected with criterion sampling method. Multiple case studies were used in this study and each teacher was examined as a separate case. Research data were collected through classroom observations and semistructured interviews with teachers. In the semi-structured interview, teachers were asked questions about the situations in the lesson process. Observation notes were created during the observation. Lessons were recorded with video camera and interviews were recorded with voice recorder. Four hours of lessons were observed on the subject of operations with algebraic expressions of teachers. Then, each teachers conducted semi-structured interviews. The research data were analyzed through descriptive analysis. For the reliability of the study, the data were coded by two researchers. Analyses of coders were compared and 92% code compliance was achieved. The findings of the study showed that teachers' content knowledge about algebraic expressions was not sufficient. The teachers explained the operation with algebraic expression process using the ‘fruit-salad’ approach. Two teachers used ‘similar terms’ and ‘non-similar terms’. Teachers used this approach as rule-oriented. Teachers did not use alternative approaches to the mathematical meaning of algebraic expression.

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Turkish Studies - Educational Sciences-Cover

ISSN: 2667-5609
Yayın Aralığı: Yılda 6 Sayı
Başlangıç: 2006
Yayıncı: ASOS Eğitim Bilişim Danışmanlık Otomasyon Yayıncılık Reklam Sanayi ve Ticaret LTD ŞTİ