Cumhuriyet Dönemi İlkokul Matematik Dersi Öğretim Programlarında Problem Çözme Becerisi

Bu çalışma kapsamında, Cumhuriyet tarihi boyunca uygulamaya konulan ilkokul matematik dersi öğretim programlarının, problem çözme becerisine dönük düzenlemeler bağlamında karşılaştırmalı olarak incelenmesi amaçlanmıştır. Araştırmada doküman incelemesi yöntemi kullanılmıştır. Çalışmanın verilerini ise Cumhuriyet döneminde uygulamaya konulan öğretim programlarının yazılı metinleri oluşturmuştur. Dokümanlar içerik analizine tabi tutularak incelenmiştir. Analizler sonucunda problem çözme konusunda dört ana tema belirlenmiştir: (1) matematiksel problem kavramı, (2) önerilen problem çözme adımları, (3) öğrenme-öğretme sürecine ilişkin eğitsel düzenlemeler ve (4) problem çözmeye ilişkin rol tanımlamaları. Cumhuriyet tarihi boyunca uygulamaya konulan dokuz öğretim programının bu temalara dayalı olarak karşılaştırmalı analizleri gerçekleştirilmiştir. Elde edilen sonuçlar matematiksel problemin ve problem çözme kavramının ele alınış şekli, öğrencilerin problem çözme becerilerinin gelişimi için benimsenin yaklaşımlar ile öğretmenlere bu süreçte tayin edilen roller konusunda aydınlatıcı bilgiler sunmaktadır. Bulgular tarihsel bağlamda karşılaştırmalı olarak irdelenmekte ve gelecekte yapılacak program geliştirme çalışmalarına ilişkin bir takım önerilerde bulunulmaktadır.

Anahtar Kelimeler:

matematik öğretim programı, matematiksel problem çözme, problem çözme adımları, tarihsel inceleme

Problem Solving Skill in Primary Mathematics Curricula Documents of the Republican Period

The aim of this study is to examine problem solving skill attended to in primary mathematics curricula put into practice during Turkish Republican period. The study employs a document analysis method and the official curricula documents constitute the data. The documents are examined via content analysis technique. There emerge four main themes of mathematical problem solving through the analysis: (1) the notion of mathematical problem, (2) prescribed problem solving steps, (3) instructional arrangements for teaching-learning process and (4) role definitions regarding problem solving. These themes are comparatively analysed along nine different primary mathematics curricula that have been put into effect since 1926. The findings shed some light on the conceptualisation of mathematical problem and problem solving as well as approaches adopted to enhance students’ problem solving skills and the expected duties of teachers. The findings are discussed in a historical context and suggestions are made for future program development efforts.

Keywords:

heuristics, historical analysis, mathematics curriculum, mathematical problem solving,

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