Öğretmen Adaylarının Problem Kurma Becerilerinin Orantısal Akıl Yürütme Gerektiren Durumlar Bağlamında İncelenmesi

Year 2017, Volume: 8 Issue: 1, 130 - 160, 03.04.2017

İbrahim Bayazit , Servet Merve Kırnap-dönmez

https://doi.org/10.16949/turkbilmat.303759

Cited By: 5

Abstract

Bu çalışmada ortaokul matematik öğretmeni
adaylarının problem kurma yeterlikleri incelenmektedir. Konunun, doğal
ortamında ve katılımcıların perspektifinden incelenmesi için araştırmada örnek
olay metodu kullanılmıştır. Araştırmaya 162 öğretmen adayı katılmıştır. Veriler
10 adet açık uçlu soru içeren yazılı sınav ve sonrasında 8 katılımcıyla
yürütülen yarı-yapılandırılmış görüşmelerden elde edilmiştir. Toplanan veriler
içerik ve söylem analizi teknikleri kullanılarak analiz edilmiştir. Sonuçlar,
katılımcıların yeniden düzenleme sorularından hareketle problemler oluşturmada
başarılı olduklarını; ancak bunu yaparken büyük oranda bağlam ve değer
değiştirme tekniklerini kullandıklarını göstermektedir. Yarı-yapılandırılmış ve
serbest problem kurma durumlarında başarının düştüğü görülmüştür. Oluşturulan
problemlerin muhakeme gerektiren nitel karakterli sorular olmaktan ziyade nicel
veriler içeren, özgünlük ve yaratıcılıktan uzak, doğru ve ters orantı
algoritmalarının direkt uygulanmasıyla çözülebilecek türden rutin karakterli
sorular olduğu görülmüştür. Bulgular, öğretmen adaylarının problem kurma
konusundaki yetersizliklerinin pedagojik temelli olabileceğine işaret
etmektedir. Bu nedenle lisans eğitimi kapsamında problem kurma etkinliklerine
yer verilmesinin sorunun çözümüne katkı sağlayacağı söylenebilir.

Keywords

Öğretmen adayları, problem kurma, orantısal akıl yürütme, yeniden düzenleme, yarı-yapılandırılmış ve serbest problem kurma durumları

Prospective Teachers’ Proficiencies at Problem Posing in the Context of Proportional Reasoning

Abstract

This study investigates
prospective elementary school teachers’ proficiencies at problem posing. The
research employed qualitative case study method in order to examine the case in
its natural setting and from the participants’ perspectives. The research was
carried out with 162 prospective elementary mathematics teachers. A written
exam, which included 10 open-ended tasks, was administered to the participants;
and then semi-structured interview was conducted with 8 participants. Data were
analyzed through content and discourse analysis methods. The results indicated
that most of the participants were not proficient enough at posing conceptually
rich and cognitively challenging problems. They displayed relatively better
success at generating problems through re-formulation tasks; yet, they did this
by changing story of the original tasks or the numerical values in it. Their
success declined gradually when they were generating problems from
semi-structured and free problem posing situations. The problems that they
constructed excluded mathematical reasoning and creativity; these tasks could
be resolved by the application of rules, procedures and factual knowledge. The
participants’ lack of proficiency at problem posing seems to be resulting from
their educational backgrounds. Thus, it is suggested that engaging prospective
teachers in problem posing activities, especially in semi-structured and free
situations, during their undergraduate education will contribute to the
solution of this problem.    

Keywords

Prospective teachers, problem posing, proportional reasoning, reformulation, semi-structured and free problem posing situations

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