Öğrencilerin Matematiksel Düşünmelerine Yönelik Öğretmenlerin Farkındalık Düzeylerinin İncelenmesi: Ders İmecesi Modeli

Year 2018, Volume: 9 Issue: 1, 122 - 146, 19.03.2018

Gülşah Özdemir Baki , Ahmet Işık

https://doi.org/10.16949/turkbilmat.359103

Cited By: 1

Abstract

Bu
çalışma ile altı öğretmenin öğrencilerin matematiksel düşünmelerine yönelik
farkındalık düzeylerinin incelenmesi amaçlanmıştır. Araştırmada dört öğretmen
ders imecesi mesleki gelişim sürecine katılırken, kalan iki öğretmen ise katılmamıştır.
Mesleki gelişim sürecine dâhil olan öğretmenlerle gerçekleştirilen ders imecesi
çalışmaları tamamlandıktan yaklaşık iki ay sonra,  altı öğretmene video kayıtları izletilerek
öğretim sürecine yönelik değerlendirmelerini rapor haline getirmeleri
istenmiştir. Nitel araştırma desenlerinden özel durum (örnek olay) çalışmasının
kullanıldığı çalışmanın veri toplama araçlarını öğretmenlere izletilen video
kayıtları, öğretmenlerin değerlendirme raporları ve öğretmenlerle
gerçekleştirilen yapılandırılmamış görüşmeler oluşturmaktadır. Öğretmenlerin
ifadelerine bağlı olarak öğretim sürecindeki farkındalık düzeylerini yorumlamak
amacıyla van Es (2011) tarafından geliştirilen teorik çerçeveden
faydalanılmıştır. Elde edilen bulgular doğrultusunda, ders imecesi sürecine dâhil
olan öğretmenlerin farkındalık düzeylerinin sürece dahil olmayan öğretmenlerin
farkındalık düzeylerinden daha fazla olduğu söylenebilir ve ders imecesi
mesleki gelişim sürecinin öğrenci düşünüşü üzerine öğretmenlerin farkındalık
düzeylerini arttırdığını göstermektedir.

Keywords

Ders imecesi modeli, öğretmenin fark etmesi, farkındalık düzeyi, matematik öğretmenleri

Investigation of the Noticing Levels of Teachers about Students’ Mathematical Thinking: A Lesson Study Model

Abstract

The purpose of the study is to investigate the
noticing levels of six teachers about students’ mathematical thinking. The four
of teachers participated in the lesson study professional development   process, and the rest did not participate in
the process of lesson study. Nearly two months after the lesson study
implementations were completed with the participant teachers, these six
teachers were asked to write a report to evaluate the teaching process after
they would watch the video recorded lessons. The data collection tools of this
case study were the video recordings which the participants watched,
participants’ evaluation reports and unstructured interviews. The theoretical
framework developed by van Es (2011) was used to interpret the effects of
lesson study process on the teachers’ noticing levels towards their students’
mathematical thinking. The findings showed that the noticing levels of the
teachers, who participated in the lesson study process, appeared to be higher than
the non-participant teachers. The findings also showed that lesson study
professional development process increased teachers’ noticing levels on
students’ mathematical thinking.

Keywords

Lesson study model, teacher noticing, noticing levels, mathematics teachers

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