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Bu araştırmanın amacı sınıf öğretmenlerinin matematik öğretimine yönelik yeterlik düzeylerinin çeşitli değişkenler açısından incelemektir. Araştırma betimsel bir çalışma niteliğinde olup tarama modeli kullanılmıştır. Araştırma 2018-2019 eğitim-öğretim yılında gerçekleştirilmiştir. Araştırmanın evrenini Çanakkale il merkezinde bulunan ilkokullarda görev yapan sınıf öğretmenleri, örneklemini ise 10 ilkokulda görev yapan 150 sınıf öğretmeni oluşturmaktadır. Elde edilen veriler sınıf öğretmenlerinin matematik öğretimine yeterlik düzeylerini belirlemek amacıyla “Kişisel Bilgiler Anket Formu” ve “Matematik Öğretimi Yeterlik İnanç Ölçeği (MTEBI)”nin Türkçe uyarlaması ile toplanmıştır. Verilerin analizi sonucunda değerlendirme yapılan değişkenlerin hemen hemen hepsinde sınıf öğretmenlerinin matematik dersi öğretimine yönelik yeterlik inançları yüksek çıkarken öğretmenlerin yaşları ve yabancı dil bilme durumları ile matematik dersi öğretimine yönelik yeterlik inanç düzeyleri arasında anlamlı bir farka rastlanmıştır. Yaşları 21-34 arasında olan sınıf öğretmenlerin matematik öğretimi yeterlik inançlarının 45-54 yaş arasındaki öğretmenlere ve yine 21-34 yaş arasındaki öğretmenlerin 55-64 yaş arasındaki öğretmenlere göre daha güçlü yeterliği olduğu sonucuna varılmıştır. Yabancı dil bilen sınıf öğretmenlerinin matematik öğretimi yeterlik inancının, yabancı dil bilmeyen sınıf öğretmenlerinden daha yüksek olduğu sonucuna ulaşılmıştır.
The purpose of this research is to study the various variables of the classes of teachers' qualification levels for mathematical teaching. The research is an imaginary study and a scan model is used. The study was conducted in the 2018-2019 educational year. The universe of research is composed of class teachers who work in the primary schools located in the centre of the province of Çanakkale, and their sample is made up of 150 class teachers who work in 10 primary schools. The obtained data were collected with the aim of determining the level of qualification for mathematical teaching of classmates; the "Personal Information Survey Form" and the "Matematical Teaching Qualification Faith Scale (MTEBI)"'s Turkish adaptation. As a result of the analysis of the data, almost all of the variables evaluated have high beliefs of the class teachers’ ability to teach math lessons, and a significant difference has been found between the teachers’ age and the state of knowledge of foreign languages and the levels of beliefs of the ability to teach math lessons. Class teachers between the ages of 21 and 34 have a stronger qualification beliefs than teachers between the ages of 45 and 54 and teachers between the ages of 21 and 34 and teachers between the ages of 55 and 64 and teachers between the ages of 55 and 64 and teachers between the ages of 45 and 54 and teachers between the ages of 21 and 34 and teachers between the ages of 55 and 64 and teachers between the ages of 55 and 64 and teachers between the ages of 55 and 64. The conclusion has been that class teachers who know a foreign language have higher faith in mathematics teaching than class teachers who do not know a foreign language.
The aim of this research is to examine the proficiency levels of primary school teachers for teaching mathematics in terms of various variables. The research is a descriptive study and the survey research design was used. The research was conducted in the academic year 2018-2019. The population of the research consists of primary school teachers working in primary schools located in the city center of Çanakkale and the sample consists of 150 teachers working in 10 primary schools. The data obtained was determined in order to determine the proficiency levels of teachers for mathematics teaching. Data was collected through the Turkish adaptation of the "Personal Information Questionnaire Form" and "Mathematics Teaching Proficiency Belief Scale (MTEBI)". As a result of the analysis of the data; in almost all of the variables evaluated, the proficiency of primary school teachers for teaching mathematics classes was high; A significant difference was found between the teachers' ages and their knowledge of foreign languages and their proficiency levels for teaching mathematics lessons. It was concluded that the mathematics teaching competencies of classroom teachers between the ages of 21-34 are stronger than the teachers between the ages of 45-54 and teachers between the ages of 21-34 are stronger than the teachers between the ages of 55-64. It has been concluded that the proficiency of teaching mathematics of foreign language teachers is higher than that of non-foreign language teachers.
Alan : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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