Reflection of Preservice Teachers’ Thoughts about Connecting Mathematics and Real Life Situations on Their Mathematics Learning Activities

Yıl 2018, Cilt: 31 Sayı: 1, 177 - 206, 01.06.2018

Melike Yiğit Koyunkaya , İşıkhan Uğurel , Berna Tataroğlu Taşdan

https://doi.org/10.19171/uefad.450083

Cited By: 6

Öz

The importance of constructing connections has been emphasized in many academic works, learning models, standards and teaching programs that illuminates teaching and learning of mathematics. In addition to the connection, the importance of a learning unit which is named as activity has been emphasized in many recent works and thoughts related to teaching and learning of mathematics. This situation moves the activities and activity based learning into the center of mathematics education. In mathematics education, mathematics learning activities are the most appropriate learning unit that could be construct connections with it. In this context, it is thought that it would be beneficial to explain what the connection is and how to construct connection using the existing or developed activities. The main purpose of this study is to identify pre-service secondary mathematics teachers’ (PSMTs) thoughts about what the real life connection is and how this connection could be constructed, and to examine how PSMTs reflected their thoughts on a group of mathematics learning activities that are connected with real life situations. In this work, the case study, which is one of the qualitative research paradigms, was used. The study was conducted with 33 (11 group) PSMTs who had been educated for 4th years in a public university. The PMSTs were asked to write free writings related to what the real life connection is and how to construct real life connections and to develop mathematics learning activities that are connected with real life situations. The collected data was analyzed using content analysis method. It is found that while PSMTs defended the necessity and importance of the real life connection, they had difficulty in reflecting this on mathematics learning activities. 

Anahtar Kelimeler

Activity, Task, Activity Based Learning, Connection

Öğretmen Adaylarının Matematiği Günlük Yaşam ile İlişkilendirme Hakkındaki Düşüncelerinin Geliştirdikleri Öğrenme Etkinliklerine Yansıması

Öz

Matematik öğretimi ve öğrenimini açıklayan birçok akademik çalışmada, öğrenme modelinde, standartlarda ve öğretim programlarında bağlantı kurma ve ilişkilendirme yapmanın önemi vurgulanmıştır. İlişkilendirmenin yanı sıra, matematik öğretimi ve öğrenimine yönelik çağdaş yaklaşımların pek çoğunda etkinlik adı verilen bir öğrenme birimine vurgu yapılmaktadır. Bu durum etkinlikleri ve etkinlik temelli öğrenmeyi matematik eğitiminin merkezine taşımaktadır. Matematik öğretimi yapılırken ilişkilendirmenin kurulabileceği en uygun öğrenme birimlerinden bir tanesi de matematik öğrenme etkinlikleridir. Bu bağlamda, günlük yaşamla ilişkilendirmenin ne olduğunu, nasıl yapılacağını geliştirilen veya var olan etkinlikler üzerinden incelemenin faydalı olacağı düşünülmektedir. Bu çalışmanın temel amacı ortaöğretim matematik öğretmen adaylarının günlük yaşam ile matematiği ilişkilendirmenin ne olduğu ve nasıl yapılması gerektiği hakkındaki düşüncelerini belirlemek ve düşüncelerini geliştirdikleri bir grup günlük yaşam ile ilişkilendirilmiş matematik öğrenme etkinliğine nasıl yansıttıklarını incelemektir. Çalışmada nitel araştırma paradigmalarından durum çalışması kullanılmıştır. Bu çalışma bir devlet üniversitesinin dördüncü sınıfından eğitim gören 33 (11 grup) matematik öğretmen adayı ile yapılmıştır. Öğretmen adaylarına serbest yazma yaptırılmış ve günlük yaşam ile ilişkilendirilmiş matematik öğrenme etkinliği geliştirmeleri istenmiştir. Toplanan veriler içerik analizi yöntemi ile analiz edilmiştir. Matematik öğretmen adaylarının günlük yaşam ile ilişkilendirmenin gerekliliği ve önemini savunurken, bu durumu geliştirmiş oldukları matematik öğrenme etkinliklerine yansıtmada zorluk çektikleri belirlenmiştir.

Anahtar Kelimeler

Etkinlik, Task, Etkinlik Temelli Öğrenme, İlişkilendirme

Kaynakça

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