İlköğretim Matematik Öğretmen Adaylarının Matematik Öğretimine İlişkin İnançları/ Prospective Elementary Mathematic Teachers' Beliefs About Teaching Mathematics

Olcay Sinan, Gözde Akyüz
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Bu çalışmada ilköğretim matematik öğretmen adaylarının matematik öğretimine ilişkin inançları belirlenmeye çalışılmıştır. Ayrıca bu inançların altında yatan nedenler tartışılmaktadır. Öğretmenlerin inançları onların öğretim uygulamalarını etkilediği ve geliştirilen program reformlarının başarılı olmasında çok kritik role sahip olduğu için, öğretmenlerin inançlarının bilinmesi çok önemlidir. Toplam 181 ilköğretim matematik öğretmen adayına matematik öğretiminin nasıl yapılması gerektiği sorularak altı başlıkta (“Öğretmenin rolü ne olmalı?”, “Öğrencinin rolü ne olmalı?”, “Uygulama nasıl olmalı?”, “Ölçme ve değerlendirme nasıl yapılmalı?”, “Öğrencilerarası etkileşim nasıl olmalı?”, “Öğretmen ve öğrenciler arasındaki etkileşim nasıl olmalı?”) yazılı olarak fikirlerini açıklamaları istenmiştir. Ayrıca çalışma grubuna dahil olan adaylardan 6 tanesi ile de yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Araştırmadan elde edilen bulgulara göre genel olarak öğretmen adaylarının, geleneksel öğretime daha yakın olmak üzere, geleneksel ve yapılandırmacı görüş arasında bir inanca sahip oldukları tespit edilmiştir. Elde edilen bulgulara göre matematik öğretmen adaylarının öğretime ilişkin inançları tartışılmış ve matematik öğretmen adaylarının eğitimine öğretime ilişkin önerilerde bulunulmuştur.

Anahtar Kelimeler: Öğretmen Yetiştirme, İnanç, Yapılandırmacılık.

Abstract

The goal of this study is to determine elementary mathematics teachers' beliefs about teaching mathematics. The reasons underlying these beliefs are also discussed. Determining the beliefs of teachers is important since teachers' instructional practices are impacted by teacher's beliefs and they are critical in the success of curriculum reform. The way how mathematics should be taught was asked to 181 prospective elementary mathematics teachers and requested to explain their views by writing under six headings (“What is the role of the teacher?”, “What is the role of the student?”, “How should be the teaching?”, “How should the measurement and evaluation be done?”, “How should be the interaction among students?”, and “How should be the interaction between students and teacher?”). Semi-constructed interviews were made with 6 of the participants. The results of the study showed that prospective mathematics teachers have mostly intermediate point of view between traditional and constructivist teaching and closer to traditional teaching. Some implications related to teaching are suggested using the results.

Key Words: Teacher Training, Belief, Constructivism.


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