Sınıf Öğretmeni Adaylarının Kurdukları Problemlerin Karmaşıklığının İncelenmesi: Doğal Sayılar Örneği

Yıl 2024, Cilt: 13 Sayı: 1, 12 - 23, 17.01.2024

Ahmet Işık , Reyhan Tekin Sitrava

https://doi.org/10.14686/buefad.1103194

Öz

Bu durum çalışmasının amacı, sınıf öğretmeni adaylarının doğal sayılarda dört işlemle ilgili kurdukları problemlerin dilsel ve matematiksel karmaşıklığını incelemektir. 64 katılımcıya Problem Kurma Anketi uygulanmış ve 64 katılımcıdan 20'si ile yarı yapılandırılmış görüşmeler yapılmıştır. Veriler frekans analizi ve betimsel analiz yoluyla analiz edilmiştir. Araştırmanın bulguları, birçok öğretmen adayının herhangi bir ilişki/koşul olmaksızın tek ifadeli problem köküne dayalı problemler kurduklarını ortaya koymuştur. Yani öğretmen adayları tarafından yazılan problemlerin dilsel karmaşıklığı, problem durumunun karmaşıklığına bakılmaksızın, ödev kategorisi olarak kabul edilen en düşük düzeydedir. Ayrıca problem durumları herhangi bir ilişki içermiyorsa birçok öğretmen adayı tek adımlı problemler kurmayı tercih etmiştir. Öte yandan, problem durumundaki bilgiler birbiriyle ilişkili olduğunda matematiksel olarak karmaşık problemler olarak kabul edilebilecek çok adımlı problemler kurabilmişlerdir. Öğretmen adaylarına verilen problem durumunun karmaşıklığı, oluşturdukları problemlerin dilsel karmaşıklığını etkilemese de; matematiksel karmaşıklığı etkilemektedir.

Anahtar Kelimeler

Problem kurma, dilsel karmaşıklık, matematiksel karmaşıklık, doğal sayılar, ilkokul öğretmen adayları

Destekleyen Kurum

Kırıkkale Üniversitesi Bilimsel Araştırma Projeleri Koordinasyon Birimi

Proje Numarası

2018/010

An Investigation of the Complexity of the Problems Posed by Prospective Teachers: The Case of Whole Number

Öz

The aim of this case study is to examine the linguistic and mathematical complexity of the problems that prospective primary school teachers posed related to four operations with whole numbers. A Problem Posing Questionnaire was administered to 64 participants and semi-structured interviews were conducted with 20 of 64 participants. The data was analyzed through frequency analysis and descriptive analysis. The findings of the study revealed that many prospective teachers posed problems based on the single-statement problem root, without any relation/condition. That is, the linguistic complexity of the problems written by the prospective teachers is in the lowest level which is regarded as assignment category, regardless of the complexity of the problem situation. Furthermore, if the problem situations do not contain any relationship, then many prospective teachers had preferred to pose one-step problems. On the other hand, when the information in the problem situation is related to each other, then they were able to pose multi-step problems which could be regarded as complex problems in terms of mathematically. It can be concluded that although the complexity of the problem situation given to the prospective teachers does not affect the linguistic complexity of the problems they pose; it affects the mathematical complexity.

Anahtar Kelimeler

Problem posing, linguistic complexity, mathematical complexity, whole numbers, prospective primary school teachers

Proje Numarası

2018/010

Kaynakça

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