Examining Pre-Service Mathematics Teachers’ Noticing Skills

Year 2019, Volume: 10 Issue: 1, 232 - 259, 10.04.2019

Berna Tataroğlu Taşdan

https://doi.org/10.16949/turkbilmat.451136

Abstract

The aim of this research is to examine the pre-service
mathematics teachers’ noticing skills. Participants of the study were 20
pre-service mathematics teachers. During the data collection process, a video
of a mathematics teacher’s teaching the function concept was watched and then
the pre-service teachers were asked what they noticed on the video and their
answers were taken in writing. The analysis of the data was made using
descriptive analysis. The findings of the research showed that in the course
video on the teaching of function concepts followed by pre-service mathematics
teachers, they noticed the parts related to the teacher rather than the
students, and they were paying attention to both general (pedagogical
strategies, classroom communication) and specific (specific to function concept)
aspects. It was also determined that explanations about what they noticed were
often descriptive and evaluative, they rarely made interpretive and reflective
explanations. When the levels of noticing of pre-service teachers were
examined, it was seen that they were mostly at Level 1, Level 2 or Level 3
respectively, and there were no pre-service teachers at Level 4. These results,
which seem to be consistent with the results obtained in other studies in the
literature, are thought to contribute to the field in terms of identification
and development of pre-service mathematics teachers’ noticing skills.

Keywords

Noticing, pre-service mathematics teacher, mathematics teaching

Matematik Öğretmeni Adaylarının Fark Etme Becerilerinin İncelenmesi

Abstract

Bu araştırmanın amacı matematik öğretmeni adaylarının
var olan fark etme becerilerinin incelenmesidir. Araştırmanın katılımcıları 20
matematik öğretmeni adayıdır. Veri toplama sürecinde öğretmen adaylarına bir
matematik öğretmeninin fonksiyon kavramının öğretimini gerçekleştirdiği bir
dersin videosu izletilmiş ve ardından izledikleri videoda neleri fark ettikleri
sorusuna yazılı olarak cevap vermeleri istenmiştir. Verilerin analizi betimsel
analiz yöntemi kullanılarak yapılmıştır. Araştırmanın bulguları matematik
öğretmeni adaylarının izledikleri fonksiyon kavramı öğretimine ilişkin ders
videosunda öğrenciden ziyade öğretmen ile ilgili kısımları fark ettiklerini ve
hem genel (pedagojik stratejiler, sınıf içi iletişim gibi) hem de spesifik
(fonksiyon kavramına özgü) konulara dikkat ettiklerini göstermiştir. Ayrıca
öğretmen adaylarının nasıl fark ettikleri incelendiğinde, fark ettikleri
durumlara yönelik yaptıkları açıklamaların çoğunlukla tanımlayıcı ve
değerlendirici nitelikte olduğu, yorumlayıcı ve yansıtıcı açıklamaları daha az
yaptıkları belirlenmiştir. Öğretmen adaylarının fark etme düzeyleri
incelendiğinde ise öğretmen adaylarının en çok sırasıyla Düzey 1, Düzey 2 ve
Düzey 3’te olduğu, Düzey 4’te hiçbir öğretmen adayının olmadığı görülmüştür.
Alan yazındaki diğer araştırmalarda elde edilen sonuçlarla uyumlu olduğu
görülen bu sonuçların matematik öğretmeni adaylarının fark etme becerilerinin
belirlenmesi ve geliştirilmesi açısından alana katkı sağlayacağı
düşünülmektedir.

Keywords

Fark etme, matematik öğretmen adayı, matematik öğretimi

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