Pre-Service Primary School Mathematics Teachers’ Pedagogical Content Knowledge Of Problem Solving Through Interviews and In-Class Practice Observations

Yıl 2017, Cilt: 25 Sayı: 4, 1483 - 1498, 15.07.2017

Belma Türker Biber , Ebru Aylar , Zeynep Sonay Ay Oylum Akkuş İspir

Öz

This is a case study aimed at determining pre-service primary school mathematics teachers’
pedagogical content knowledge of problem solving through interviews and in-class practice
observations. This study also attempts to compare and contrast the data obtained from two different data sources to reveal any similarity and inconsistency, if there is any. The study
group includes 13 senior students studying at the department of primary school mathematics
education of a state university located in Ankara province. Semi-structured interview and inclass
observation were employed for data collection. Taking into account their responses about
the influence of problem solving on learning, the role it plays in mathematics education, and to
what extent problem solving should be focused on during the teaching process, it is clear that
the pre-service teachers criticize traditional approach and stay close to instruction via problem
solving. However, this study also indicated that contrary to what they asserted, the pre-service
teachers employed problem solving with a focus on results. 

Anahtar Kelimeler

Pre-service primary school mathematics teachers, pedagogical content knowledge, problem solving, problem solving practices

İlköğretim Matematik Öğretmen Adaylarının Problem Çözmeye Dair Pedagojik Alan Bilgilerinin Sınıf İçi Gözlem ve Görüşme Yoluyla Belirlenmesi

Öz

Bu durum çalışmasının amacı, ilköğretim matematik öğretmen adaylarının problem
çözmeye dair pedagojik alan bilgilerini görüşme ve sınıf içi uygulama gözlemleriyle belirlemek
ve iki ayrı veri kaynağından edilen bilgileri karşılaştırarak varsa benzerlik ve tutarsızlıkları
ortaya koymaktır. Araştırma Ankara ilinde bir devlet üniversitesinin ilköğretim matematik
öğretmenliği programında son sınıfta okumakta olan 13 öğretmen adayıyla gerçekleştirilmiştir.
Veri toplama araçları olarak; yarı yapılandırılmış görüşmeler ve sınıf içi gözlemler
kullanılmıştır. Gerek problem çözmenin öğrenme üzerine etkisi ve matematik eğitimindeki yeri,
gerekse problem çözmenin öğretim sürecinde ne oranda yer alması gerektiğine ilişkin sorulara
verdikleri yanıtlar göz önüne alındığında geleneksel yaklaşımı eleştiren, problem çözme ile
öğretim yaklaşımına yakın bir duruş sergileyen öğretmen adaylarının gerçekleştirdikleri
uygulamanın ardından problem çözmeyi ifade ettiklerinin tersine, sonuç odaklı ele aldıkları,
ulaşılan araştırma sonuçlarından birisidir. 

Anahtar Kelimeler

Matematik öğretmen adayları, pedagojik alan bilgisi, problem çözme, problem çözme uygulamaları

Kaynakça

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