Ortaokul Matematik Öğretmen Adaylarının Üçgenlere İlişkin Bağıntıları Öğretmek İçin Matematik Bilgilerinin İncelenmesi

Year 2023, Volume: 24 Issue: 2, 818 - 879, 31.08.2023

Funda Gündoğdu Alaylı , Dilek Girit Yıldız

Abstract

Bu araştırma ile öğretmen adaylarının, ortaokul matematik müfredatında yer alan üçgenlerle ilgili bağıntılara ilişkin ispat yapma durumlarını ve bu bağıntıların öğretimine dair bilgileri ile ortaokul öğrencilerinin karşılaşabileceği zorluklara ilişkin bilgilerini belirlemek amaçlanmaktadır. Araştırma, nitel araştırma olup, bir devlet üniversitesinde öğretim görmekte olan 45 öğretmen adayı ile yürütülmüştür. Veriler, üçgenle ilgili 5 bağıntıya ilişkin dörder tane açık uçlu soru ile toplanmıştır. Elde edilen veriler, “Öğretmek için Matematiksel Bilgi” modeli temel alınarak incelenmiştir Verilerin analizinde içerik analizi kullanılmıştır. Bulgular öğretmen adaylarının üçgen bağıntıları ile ilgili alan bilgilerinin yeterli olmadığı ve pedagojik alan bilgilerinde de eksiklikler olduğunu ortaya koymuştur. Öğretmen adaylarının genellikle üçgenlerle ilgili bağıntılara ait matematiksel gösterimleri tam doğru bir şekilde ifade edemedikleri ve notasyonları eksik kullandıkları tespit edilmiştir. Çoğu öğretmen adayının geçerli ispat yapamadığı görülmüştür. Öğretmen adaylarının öğretim bilgisi değerlendirildiğinde ise bağıntıların her biri için öğrenci merkezli öğretim planlayabildikleri ve çeşitli etkinlikler oluşturabildikleri ancak, öğretim sürecindeki aşamaların yeterince açıklanmadığı belirlenmiştir. Öğrencilerin yaşayabilecekleri zorluklarla ilgili de çoğu öğretmen adayının genel bilgiler sundukları fakat bağıntılara özgü yaşanabilecek zorlukları ifade etmedikleri tespit edilmiştir.

Keywords

Üçgen, Öğretmek İçin Matematik Bilgisi, Ortaokul Matematik Öğretmen Adayları

Investigation of Middle School Pre-service Mathematics Teachers’ Mathematical Knowledge for Teaching Relations of Triangles

Abstract

The purpose of this study is to determine the pre-service teachers' proofs on the relations of triangles in the middle school mathematics curriculum, as well as their knowledge of the teaching of these relations and the difficulties that students may face. 45 pre-service teachers attending a state university participated in the qualitative investigation. Four open-ended questions were used to obtain data for each of the five relations. The gathered data were evaluated using the "Mathematical Knowledge for Teaching" model and content analysis. The findings demonstrated that pre-service teachers' content knowledge about triangle relations was not adequate and there were deficiencies in their pedagogical content knowledge. It was discovered that in general, pre-service teachers were unable to effectively explain the mathematical representations of triangle relations and employed the notations improperly. It has been noticed that the majority of pre-service teachers were unable to give proof. When evaluating the pre-service teachers' teaching knowledge, it was established that they were able to organize student-centered instruction and provide a variety of activities for each of the students, but the steps of the teaching process were not clearly articulated. It has been found out that majority of pre-service teachers offer generic information about the difficulties that students may encounter, but do not emphasize the content-specific difficulties that may be encountered.

Keywords

Triangle,, Mathematical Knowledge for Teaching, Pre-service Middle School Mathematics Teachers

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