Cumhuriyet Dönemi İlkokul Matematik Dersi Öğretim Programlarında Problem Çözme Becerisi

Yıl 2017, Cilt: 4 Sayı: 7 - HAZİRAN, 120 - 146, 15.06.2017

Mehmet Fatih Özmantar , Ayşe Öztürk

https://doi.org/10.20860/ijoses.318228

Cited By: 1

Öz

Bu
çalışma kapsamında, Cumhuriyet tarihi boyunca uygulamaya konulan ilkokul
matematik dersi öğretim programlarının, problem çözme becerisine dönük
düzenlemeler bağlamında karşılaştırmalı olarak incelenmesi amaçlanmıştır.
Araştırmada doküman incelemesi yöntemi kullanılmıştır. Çalışmanın verilerini
ise Cumhuriyet döneminde uygulamaya konulan öğretim programlarının yazılı
metinleri oluşturmuştur. Dokümanlar içerik analizine tabi tutularak
incelenmiştir. Analizler sonucunda problem çözme konusunda dört ana tema
belirlenmiştir: (1) matematiksel problem kavramı, (2) önerilen problem çözme
adımları, (3) öğrenme-öğretme sürecine ilişkin eğitsel düzenlemeler ve (4)
problem çözmeye ilişkin rol tanımlamaları. Cumhuriyet tarihi boyunca uygulamaya
konulan dokuz öğretim programının bu temalara dayalı olarak karşılaştırmalı
analizleri gerçekleştirilmiştir. Elde edilen sonuçlar matematiksel problemin ve
problem çözme kavramının ele alınış şekli, öğrencilerin problem çözme
becerilerinin gelişimi için benimsenin yaklaşımlar ile öğretmenlere bu süreçte
tayin edilen roller konusunda aydınlatıcı bilgiler sunmaktadır. Bulgular
tarihsel bağlamda karşılaştırmalı olarak irdelenmekte ve gelecekte yapılacak
program geliştirme çalışmalarına ilişkin bir takım önerilerde bulunulmaktadır. 

Anahtar Kelimeler

matematik öğretim programı, matematiksel problem çözme, problem çözme adımları, tarihsel inceleme

Problem Solving Skill in Primary Mathematics Curricula Documents of the Republican Period

Öz

The aim of this study is to examine problem solving skill
attended to in primary mathematics curricula put into practice during Turkish
Republican period. The study employs a document analysis method and the
official curricula documents constitute the data. The documents are examined
via content analysis technique. There emerge four main themes of mathematical
problem solving through the analysis: (1) the notion of mathematical problem,
(2) prescribed problem solving steps, (3) instructional arrangements for
teaching-learning process and (4) role definitions regarding problem solving.
These themes are comparatively analysed along nine different primary
mathematics curricula that have been put into effect since 1926. The findings
shed some light on the conceptualisation of mathematical problem and problem
solving as well as approaches adopted to enhance students’ problem solving
skills and the expected duties of teachers. The findings are discussed in a
historical context and suggestions are made for future program development
efforts. 

Anahtar Kelimeler

heuristics, historical analysis, mathematics curriculum, mathematical problem solving

Kaynakça

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