A Metaphor Analysis on Preservice Teachers’ Conception of Mathematical Examples

Year 2017, Volume: 6 Issue: 1, 48 - 67, 28.02.2017

Yasemin Saglam Kaya

https://doi.org/10.14686/buefad.264020

Cited By: 6

Abstract

Examples are one of the important tools used in mathematics teaching.
However, when these researches were examined, there isn’t any research which
grasps how preservice teachers perceive the mathematical examples or what they
think about the purpose of examples which were given by teachers or students.
Conception of examples of preservice teacher can give clues about the use of
examples in their future profession.  To
reveal the opinions of preservice teachers whether examples can be generated by
students, is important to ensure that teacher training programs place emphasize
on this issue. So, the purpose of the study is to investigate the preservice
teachers’ conception of different kinds of mathematical examples and examples
given by teachers or generated by students with metaphor analysis. Participants
of the study consist of 190 preservice mathematics teachers. Data collection
tool is included four uncompleted sentences in form: “Visual examples in
mathematics are like……, because……” ; “algebraic examples in mathematics are
like……, because……”; “Examples given by teacher in mathematics are like……,
because……”; “Examples given by students in mathematics are like……, because……”.
Participants are asked to complete these sentences. Obtained data were analyzed
by using content analysis. To ensure the reliability of the data interviews
were conducted with 11 of participants, so classification and thematization of
metaphors were checked. In addition, through the interviews in-depth
information was obtained on perceptions of preservice teachers with respect to
mathematical examples.

Keywords

Mathematical examples, metaphor analysis, preservice teachers

Öğretmen Adaylarının Matematiksel Örnekleri Algılayışları Üzerine Bir Metafor Analizi

Abstract

Örnekler, matematik öğretiminde kullanılan önemli araçlardan biridir.
Ancak yapılan araştırmalar incelendiğinde, matematik öğretmen adaylarının,  farklı türdeki matematiksel örnekleri nasıl
algıladığı, öğretmen ve öğrenci tarafından verilen örneklerin hangi amaçlara
hizmet ettiğine dair bir araştırmaya rastlanmamıştır. Öğretmen adaylarının
matematiksel örnekleri algılayış biçimleri, ilerideki mesleki hayatlarında
matematiksel örnekleri nasıl kullanacakları hakkında fikir verebilir. Bu
nedenle bu çalışmanın amacı, matematik öğretmen adaylarının farklı tür
matematiksel örnekler ile öğretmen ve öğrenci tarafından verilen örnekleri
nasıl algıladıklarını metafor analizi ile incelemektir. Çalışmanın
katılımcılarını 190 matematik öğretmen adayı oluşturmaktadır.  Veri toplama aracında katılımcılardan;
“Görsel örnek …….. gibidir, çünkü ……” ; “Cebirsel örnek …… gibidir, çünkü ……” ;
“Öğretmenin verdiği örnek gibidir, çünkü ……” 
;   “Öğrencinin verdiği örnek .….
gibidir, çünkü ……”  ifadelerini tamamlamaları
istenmiş ve elde edilen veriler içerik analizine tabi tutulmuştur.  Çalışmadan elde edilen verilerin güvenirliğini
sağlamak amacıyla 11 katılımcı ile yarı yapılandırılmış görüşme yapılmıştır.
Ayrıca görüşmeler yoluyla öğretmen adaylarının örnekleri algılayış biçimlerine
ilişkin derinlemesine veri elde edilmiştir.

Keywords

Matematiksel örnekler, metafor analizi, öğretmen adayları

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