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Bu araştırmanın amacı ortaokul matematik öğretmen adaylarının matematiğin doğasına ilişkin düşüncelerinin incelenmesidir. Bu amaç doğrultusunda araştırma nitel araştırma yöntemlerinden olgubilim modeli ile yürütülmüştür. Araştırmanın katılımcılarını 21 dördüncü sınıf matematik öğretmen adayı oluşturmaktadır. Bunların 5’i erkek, 16’sı ise kızdır. Araştırmanın verileri 6 açık uçlu sorudan oluşan yarı yapılandırılmış görüşme formu ile toplanmıştır. Elde edilen veriler içerik analizi yöntemi ile iki araştırmacı tarafından analiz edilmiştir. Bulgular incelendiğinde katılımcıların matematiği genellikle günlük hayatı kolaylaştıran, soyut kavramlardan oluşan bir bilim dalı olarak tanımladıkları görülmüştür. Katılımcıların çoğu matematiğin bir bilim olduğunu savunurken, sadece ikisi kendi düşüncelerini beyan etmeyerek matematiği araç olarak kabul edenlere göre bilim olmadığını, amaç olarak kabul edenlere göre de bilim olduğunu ifade etmişlerdir. Katılımcılar matematiksel bilginin temelinin daha çok ihtiyaca, araştırmaya, mantığa ve keşfe dayandığını belirtmişlerdir. Bunun yanında katılımcıların matematiğin yığılmalı, ihtiyaçlar ve mantıksal çıkarımlardan geliştiği görüşünde oldukları görülmüştür. Ayrıca katılımcıların çoğunluğunun matematiğin günlük hayat ve diğer disiplinlerle ilişkili olduğunu düşündükleri belirlenmiştir. Araştırmanın sonunda elde edilen veriler genel olarak incelendiğinde, katılımcıların matematiğin tanımına ve doğasına yönelik derinlemesine cevaplar veremedikleri tespit edilmiştir. Bu nedenle öğretmen yetiştirme programlarında matematiğin doğası ve matematiksel düşünmenin önemine dair tartışmalara her sınıf düzeyinde yer verilmesi gerektiği düşünülmektedir.
The purpose of this research is to study the ideas of high school mathematics teachers candidates about the nature of mathematics. In this way, the research is conducted with a model of research methods. The participants of the study are composed of 21 fourth-class math teacher candidates. Five of them are men and sixteen are girls. The data of the study was collected in a semi-configured interview form consisting of 6 open end questions. The obtained data was analyzed by two researchers using the content analysis method. When the findings were studied, participants found that mathematics was often defined as a discipline of abstract concepts that facilitated everyday life. While the majority of participants claim that mathematics is a science, only the two expressed that mathematics is not a science for those who accept mathematics as an instrument without declaring their own thoughts, and that it is a science for those who accept mathematics as a purpose. Participants pointed out that the basis of mathematical knowledge was more based on need, research, logic and discovery. In addition, the participants found that mathematics should be accumulated, developed from needs and logical conclusions. It was also determined that the majority of participants thought that mathematics was related to everyday life and other disciplines. When the data obtained at the end of the study were examined in general, it was found that the participants were unable to give profound responses to the definition and nature of mathematics. Therefore, it is believed that the discussions on the nature of mathematics and the importance of mathematical thinking should be included at each class level in the teaching programs.
The aim of this study is to examine secondary school mathematics teacher candidates’ views about the nature of mathematics. For this purpose, the research was carried out with the phenomenology model, one of the qualitative research methods. The participants of the study consist of 21 fourth grade mathematics teacher candidates. 5 of them are male and 16 are female. The data of the study was collected with a semi-structured interview form consisting of 6 open-ended questions. The data were analyzed using content analysis method by two researchers. When the findings were examined, it was seen that the participants defined mathematics as a branch of abstract concepts that generally facilitates daily life. While most of the participants argued that mathematics is a science, only 2 of them stated that it is not science according to those who accept mathematics as a tool by not declaring their own thoughts, but science according to those who accept it as a goal. The participants stated that the basis of mathematical knowledge was based more on needs, research, logic and discovery. In addition, it was seen that the participants were in the view that mathematics was accumulated and developed from needs and logical inferences. In addition, it was determined that the majority of the participants thought that mathematics was related to daily life and other disciplines. When the data obtained at the end of the study were examined in general, it was found that the participants could not give in-depth answers to the definition and nature of mathematics. For this reason, it is considered that the discussions about the nature of mathematics and the importance of mathematical thinking should be included at each classroom level in teacher training programs.
Field : Eğitim Bilimleri; Güzel Sanatlar; Sosyal, Beşeri ve İdari Bilimler
Journal Type : Ulusal
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