Beşinci Sınıf Matematiksel Söylem Üzerine Bir Durum Çalışması

Year 2015, , 299 - 322, 01.06.2015

Şule Şahin Doğruer , Mine Işıksal Yusuf Koç

https://doi.org/10.21547/jss.256779

Cited By: 1

Abstract

Bu çalışmanın amacı bir ilköğretim matematik sınıfındaki matematiksel söylemin analiz edilmesi ve yorumlanmasıdır. Sınıf söyleminin incelenmesi için bir beşinci sınıfın yirmi matematik dersi on altı hafta boyunca incelenmiştir. Analizler Öğrenci Öğrenmesini temel kategori olarak merkeze almıştır. Bu kategori İçerik ve Öğrenme olmak üzere iki alt kategoriye ayrılmıştır. Türkiye’de son yıllarda sürmekte olan reform hareketlerinin aksine, bulgular öğretmen merkezli öğretimin yoğun olarak devam ettiğini göstermektedir. Her ne kadar gözlem yapılan dersler matematiksel söylemin etkili özelliklerine sahip olmasa da sınıf içi uygulamalarda öğretmenlerin matematiksel içerik ile diğer disiplinler ve günlük hayat ile ilişki kurdukları ve öğrencileri de bu tür ilişkileri kurma konusunda teşvik ettikleri görülmüştür. Bu tür uygulamalar ilköğretim matematik dersi programı ile uyumludur

Keywords

Matematiksel sınıf söylemi, ortaokul matematik, öğretmen-öğrenci etkileşimi, öğrenci öğrenmesi

A Case Study on Mathematical Classroom Discourse in a Fifth Grade Classroom

Abstract

The purpose of this study was to analyze and interpret characteristics of classroom discourse of an elementary mathematics classroom. To examine the classroom discourse, a fifth grade mathematics classroom was observed during sixteen weeks, and twenty lesson hours in total. The analysis was based on Student Learning as the main category, which was further divided into two sub-categories, including content and learning. Results showed that despite the recent reform efforts in school mathematics in Turkey; still teacher-centered instruction continues to be the dominating instructional method. Although the results did not meet the assumptions of discursive classroom at all; based on the results, it could be said that in classroom practices, mathematics teachers try to make connections between mathematical content and other disciplines where they tried to give examples from real-world situations and also encourage students in that way; as pointed out in the school mathematics curriculum

Keywords

Mathematical classroom discourse, middle school mathematics, teacherstudent interaction, student learning

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