Matematik öğretmenlerinin yüz yüze ve uzaktan eğitimde matematik ders kitabı kullanma sıklığının karşılaştırılması

Year 2022, , 16 - 35, 31.01.2022

Eyüp Sevimli , Sedef Çelik , Ümit Kul

https://doi.org/10.19128/turje.896355

Cited By: 2

Abstract

Öğrenme-öğretme sürecinin en önemli materyallerinden biri olan ders kitaplarının kullanımına etki eden değişkenleri anlamak, nitelikli ve tercih edilebilir kaynakların geliştirilebilmesi için önemlidir. Bu araştırmada, yüz yüze ve uzaktan eğitim sürecindeki ders kitabı kullanım sıklığı, öğretmenlerin mesleki deneyimleri ve görev yaptıkları okulların bulunduğu bölgedeki sosyo-ekonomik düzeylere göre sınanmıştır. Tarama deseni ile yürütülen çalışmanın katılımcılarını 287 ortaokul matematik öğretmeni oluşturmaktadır. Sınıf kademesi, mesleki deneyim ve yerleşim bölgesi dikkate alınarak oluşturulan örneklemden çevrimiçi anket yoluyla toplanan veriler, betimsel ve kestirimsel istatistik teknikleri ile analiz edilmiştir. Çalışma sonuçları, sınıf kademesi arttıkça ders kitabı kullanım oranının azaldığını ve bu azalışın hem yüz yüze hem de uzaktan eğitim sınıflarında gerçekleştiğini göstermiştir. Bununla birlikte, mesleki deneyime göre ders kitabı kullanım sıklığının hem yüz yüze hem de uzaktan öğretim sürecinde değiştiği ve bu değişimin istatistiksel olarak anlamlı olduğu sonucuna ulaşılmıştır. Yüz yüze eğitimde yerleşim bölgesinin ders kitabı kullanım sıklığı açısından belirleyici bir faktör olduğu, uzaktan eğitim sürecinde ise ders kitabı kullanım sıklığının yerleşim bölgesine göre istatistiksel olarak anlamlı bir şekilde farklı olmadığı belirlenmiştir. Diğer bulgular öğretici deneyimi ve tutumları çerçevesinde tartışılmıştır.

Keywords

Matematik ders kitabı, Uzaktan eğitim, Yüz yüze eğitim

Comparison of the frequency of mathematics teachers’ use of mathematics textbooks in face-to-face and distance education

Abstract

Understanding the variables that affect the use of textbooks are important for the development of eligible and preferable resources. In this research, the frequency of textbook usage in face-to-face and distance education was examined according to grade level, professional experience of teachers, and residential area of the schools in which teachers work. The sample of the study consists of 287 middle school mathematics teachers working in different state schools. Data was obtained through an online survey. This study showed that the frequency of textbook usage decreased as the grade level increased, and this decrease occurred both in face-to-face and distance education. However, it has been concluded that the frequency of textbook usage varies in both learning environments according to teaching experience, and that change is statistically significant. In face-to-face classrooms, it was determined that the location of the school was a determining factor in terms of the frequency of textbook usage, whereas, in distance education, the frequency of textbook usage did not statistically significantly differ according to school location. The rest of the findings are discussed in terms of teachers’ experiences and attitudes.

Keywords

Distance education, Face-to-face education, Mathematics textbook

References

• Altun, M., Arslan, Ç., & Yazgan, Y. (2004). Lise matematik ders kitaplarının kullanım şekli ve sıklığı üzerine bir çalışma [A study on the use and frequency of high school mathematics textbooks]. Journal of Uludag University Education Faculty, 17, 131-147.
• Arslan, S., & Özpınar, İ. (2009). Evaluation of 6th grade mathematics textbooks along with the teacher opinions. Dicle University Journal of Ziya Gökalp Faculty of Education, 12, 97-113.
• Bodomo, A., Lam, M., & Lee, C. (2003). Some students still read books in the 21st century: A study of user preferences for print and electronic libraries. The Reading Matrix, 3(3), 34-49.
• Bulut, A., & Tertemiz, N. (2013). Examining the opinions of teachers regarding the use of primary school mathematics textbooks in terms of some variables. International Journal of Curriculum and Instructional Studies 3(5), 69-86.
• Çetin, H., Aydın, S., & Yazar, M.İ. (2019). Investigation of attitudes and needs of manipulative use of middle school mathematics teachers. International Journal of Society Researches, 10(17), 1179-1200. https://doi.org/10.26466/opus.525024
• Check, J., & Schutt, R. K. (2012). Research methods in education. Sage.
• Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online teaching and learning in higher education during the coronavirus pandemic: Students’ perspective. Sustainability, 12(24), 10367. https://doi.org/10.3390/su122410367
• Davis, E. A., & Krajcik, J. S. (2005). Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34(3), 3-14. https://doi.org/10.3102/0013189x034003003
• Dobler, E. (2015). E-textbooks: A personalized learning experience or a digital distraction? Journal of Adolescent and Adult Literacy, 58(6), 482-491.https://doi.org/10.1002/jaal.391
• Erbaş, A., Alacacı, C., & Bulut, M. (2012). A comparison of mathematics textbooks from Turkey, Singapore, and the United States of America. Educational Sciences: Theory and Practice, 12(3), 2324-2330.
• Fan, L., Cheng, J., Xie, S. (2021). Are textbooks facilitators or barriers for teachers’ teaching and instructional change? An investigation of secondary mathematics teachers in Shanghai, China. ZDM Mathematics Education. https://doi.org/10.1007/s11858-021-01306-6
• Fan, L. (2013). Textbook research as scientific research: Towards a common ground on issues and methods of research on mathematics textbooks. ZDM Mathematics Education, 45(5), 765-777. https://doi.org/10.1007/s11858-013-0530-6
• Fan, L., Zhu, Y., & Miao, Z. (2013). Textbook research in mathematics education: development status and directions. ZDM Mathematics Education, 45(5), 633-646. https://doi.org/10.1007/s11858-013-0539-x
• Glasnović Gracin, D., & Jukić Matić, J. (2016). The role of mathematics textbooks in lower secondary education in Croatia: An empirical study. The Mathematics Educator, 16(2), 31-58.
• Gökçek, T., & Çelik, S. (2020). A meta-synthesis study of research about mathematic textbooks. Pegem Journal of Education and Instruction, 10(4), 1247-1288. https://doi.org/10.14527/pegegog.2020.038
• Gökçek, T., & Hacısalihoğlu-Karadeniz, M. (2013). Reasons for choosing alternative sources instead of textbook at secondary education. Turkish Journal of Computer and Mathematics Education, 4(1), 20-31. https://doi.org/10.17762/turcomat.v4i1.48
• Gueudet, G., Pepin, B., & Trouche, L. (2013). Textbooks design and digital resources. In C. Margolinas (Ed.), Task Design in Mathematics Education: Proceedings of ICMI Study 22, July 2014. (pp. 325-337). University of Oxford.
• Haggarty, L., & Pepin, S. (2002). An investigation of mathematics textbooks and their use in English, French and German classrooms: who gets an opportunity to learn what? British Educational Research Journal, 28(4), 567-590. https://doi.org/10.1080/0141192022000005832
• Howson, G. (2013). The development of mathematics textbooks: Historical reflections from a personal perspective. ZDM Mathematics Education, 45(5), 647-658. https://doi.org/10.1007/s11858-013-0511-9
• Huang, C., Wang, Y., Li, X., Ren, L., Zhao, J., Hu, Y., Zhang, L., Fan, G., Xu, J., Gu, X., Cheng, Z., Yu, T., Xia, J., Wei, Y., Wu, W., Xie, X., Yin, W., Li, H., Liu, M., Xiao, Y., … Cao, B. (2020). Clinical features of patients infected with 2019 novel coronavirus in Wuhan, China. Lancet (London, England), 395(10223), 497-506. https://doi.org/10.1016/S0140-6736(20)30183-5
• Işık, A. D. (2013). Usability of e-books in education. Bartin University Journal of Faculty of Education 2(2), 395-411. https://doi.org/10.14686/201322034
• Işık, C. (2008). The factors affecting the use of mathematics textbook of mathematics teachers at primary education (Grades 6-8) and their expectations. Kastamonu Journal of Faculty of Education, 16(1), 163-176.
• Jhangiani, R. S., Dastur, F. N., Le Grand, R., & Penner, K. (2018). As good or better than commercial textbooks: Students’ perceptions and outcomes from using open digital and open print textbooks. Canadian Journal for the Scholarship of Teaching and Learning, 9(1), 1-22. https://doi.org/10.5206/cjsotl-rcacea.2018.1.5
• Jou, M., Tennyson R. D., Wang, J., & Huang, S.Y. (2016). A study on the usability of E-books and APP in engineering courses: A case study on mechanical drawing. Computers & Education. 92-93, 181-193. https://doi.org/10.1016/j.compedu.2015.10.004
• Korkmaz, E., Tutak, T., & İlhan, A. (2020). Evaluation of secondary school mathematics textbooks by mathematics teachers. European Journal of Science and Technology (18), 118-128. https://doi.org/10.31590/ejosat.667689
• Kul, U., & Çelik, S. (2017). Exploration of pre-service teachers’ beliefs in relation to mathematics teaching activities in classroom-based setting. International Journal of Research in Education and Science, 3(1), 245-257.
• Kul, Ü., Sevimli, E., & Aksu, Z. (2018). A comparison of mathematics questions in Turkish and Canadian school textbooks in terms of synthesized taxonomy. Turkish Journal of Education, 7(3), 136-155. https://doi.org/10.19128/turje.395162
• Lau, K. H., Lam, T., Kam, B. H., Nkhoma, M., Richardson, J., & Thomas, S. (2018). The role of textbook learning resources in e-learning: A taxonomic study. Computers & Education, 118, 10-24. https://doi.org/10.1016/j.compedu.2017.11.005
• Margolinas, C. (Ed.). (2013). Task design in mathematics education. Proceedings of ICMI Study 22. University of Oxford.
• Matzavela, V., & Alepis, E. (2021). M-learning in the COVID-19 era: physical vs digital class. Education and Information Technologies, 26, 7183-7203. https://doi.org/10.1007/s10639-021-10572-6
• Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 international results in mathematics and science. TIMSS & PIRLS International Study: Center website https://timssandpirls.bc.edu/timss2019/international-results/
• National Council of Teachers of Mathematics (NCTM). (2014). Principles to actions: Ensuring mathematical success for all. NCTM.
• Oates, T. (2014). Why textbooks count: A policy paper. Cambridge Assessment. https://www.cambridgeassessment.org.uk/Images/181744-why-textbooks-count-tim-oates.pdf
• Özgeldi̇, M . (2012). Explaining dimensions of middle school mathematics teachers’ use of textbooks. Mersin University Journal of the Faculty of Education 8(3), 24-36.
• Özmantar, M., Dapgın, M., Çırak-Kurt, S., & İlgün, Ş. (2017). Mathematics teachers’ use of source books other than textbooks: reasons, results and implications. Gaziantep University Journal of Social Sciences, 16(3), 741-758. https://doi.org/10.21547/jss.322750
• Pepin, B. (2019). Mathematics (E-) textbooks: help or hindrance for innovations. In S. Rezat, L. Fan, M. Hattermann, J. Schumacher, & H. Wuschke (Eds.), Proceedings of the Third International Conference on Mathematics Textbook Research and Development: 16-19 September, Paderborn, Germany (pp. 25-27). Universitätsbibliothek Paderborn. https://doi.org/10.17619/UNIPB/1-768
• Pepin, B., & Haggarty, L. (2001). Mathematics textbooks and their use in English, French and German classrooms: A way to understand teaching and learning cultures. ZDM Mathematics Education, 33(5), 158-175. https://doi.org/10.1007/BF02656616
• Pepin, B., Choppin, J., Ruthven, K., & Sinclair, N. (2017). Digital curriculum resources in mathematics education: Foundations for change. ZDM Mathematics Education, 49(5), 645-661. https://doi.org/10.1007/s11858-017-0879-z
• Pepin, B., Gueudet, G., & Trouche, L. (2013). Re-sourcing teacher work and interaction: A collective perspective on resource, their use and transformation. ZDM Mathematics Education, 45(7), 929-943. https://doi.org/10.1007/s11858-013-0534-2
• Philipp, R. A. (2007). Mathematics teachers’ beliefs and affect. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 257-315). Information Age.
• Plianram, S., & Inprasitha, M. (2012). Exploring elementary Thai teachers’ use of mathematics textbook. Creative Education, 3(6), 692-695. https://doi.org/10.4236/ce.2012.36103
• Remillard, J. T. (2005). Examining key concepts in research on teachers’ use of mathematics curricula. Review of Educational Research, 75(2), 211-246. https://doi.org/10.3102%2F00346543075002211
• Rezat, S. (2011). Interactions of teachers’ and students’ use of mathematics textbooks. In G. Gueudet, B. Pepin, & L. Trouche (Eds.), Mathematics curriculum material and teacher development: From text to ‘lived’ resources (pp. 231-246). Springer.
• Robinson, S., & Stubberud, H. A. (2012). Student preferences for educational materials: Old Meets New. Academcy of Educational Leadership Journal, 16(1), 99-109.
• Robitaille, D., & Travers, K. (1992). International studies of achievement in mathematics. In D. Grouws (Ed.) Handbook of research on mathematics education (pp.687–709). Macmillan Publishing Company.
• Samat, A. A., & Rosli, R. (2020). Exploring teachers’ perceptions of primary school mathematics textbook. International Journal of Academic Research in Progressive Education and Development, 9(1), 286-300. http://dx.doi.org /10.6007/IJARPED/v9-i1/7043
• Sevimli, E., & Kul, Ü. (2015). Evaluation of the contents of mathematics textbooks in terms of compliance to technology: case of secondary school. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 9(1), 308-331.
• Siedel, H., & Stylianides, A. J. (2018). Teachers’ selection of resources in an era of plenty: An interview study with secondary mathematics teachers in england. In L. Fan, L. Trouche, C. Qi, S. Rezat, & J. Visnovska (Eds.), Research on mathematics textbooks and teachers’ resources (pp. 119-144). Springer.
• Soydan, E. (2012). E-book technology and the future of the printed book. Batman University Journal of Life Sciences, 1(1), 389-399.
• Stein, M., Remillard, J., & Smith, M. (2007). How curriculum influences students’ learning. In F. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 557-628). Information Age.
• Stephenson, J. (2018). Teaching & learning online: new pedagogies for new technologies. Routledge.
• Taşdemir, C. (2011). Evaluating of mathematic lesson books taught in fırst grade of elementary school according to the views of teachers (An example for Bitlis city). Dicle University Journal of Ziya Gökalp Faculty of Education, 16, 16-27.
• Thompson, D. R., Senk, S. L., & Johnson, G. J. (2012). Opportunities to learn reasoning and proof in high school mathematics textbooks. Journal for Research in Mathematics Education, 43, 253-295. https://doi.org/10.5951/jresematheduc.43.3.0253
• Thomson, S., & Fleming, N. (2004). Summing it up: Mathematics achievement in Australian schools in TIMSS 2002. ACER.
• Tutak, T., & Güder Y. (2012). The opinions of the primary 5th grade school teachers’ views about mathematics textbook. Dicle University Journal of Ziya Gökalp Faculty of Education, 19, 16-28.
• Uğurel, I., Bukova-Güzel, E., & Kula, S. (2010). Mathematics teachers’ opinions and experiences related to learning tasks. The Journal of Buca Faculty of Education, (28), 103-123.
• Ulusoy, F., & İncikabı, L. (2020). Middle school teachers’ use of compulsory textbooks in instructions of mathematics. International Journal for Mathematics Teaching and Learning, 21(1), 1-18.
• Uzunöz, A., Engin, İ., & Tenteriz, C. (2010). Primary school teachers’ ideas concerning the new textbooks. Kastamonu Education Journal, 18(3), 871-892.
• Valverde, G. A., Bianchi, L. J., Wolfe, R. G., Schmidt, W. H., & Houang, R. T. (2002). According to the book. Using TIMSS to investigate the translation of policy into practice through the world of textbooks. Kluwer Academic Publishers.
• Yair, Y. Y. (2014). Print vs. digital books in distance education. ACM Inroads, 5(1), 28-29. https://doi/10.1145/2568195.2568204
• Yang, D. C., & Sianturi, I. A. (2017). An Analysis of Singaporean versus Indonesian textbooks based on trigonometry content. EURASIA Journal of Mathematics Science and Technology Education, 13(7), 3829-3848. https://doi.org/10.12973/eurasia.2017.00760a
• Yaşlica, E. (2020). Sanal sınıf ortamında etkileşimli öğretim materyalinin başarıya ve tutuma etkisi [The impact of interactive teaching material on success and attitude in virtual classroom environment]. Anadolu University Journal of Social Sciences, 20(1), 39-56. https://doi.org/10.18037/ausbd.700328