Atıf Sayısı
11
Görüntüleme
51
İndirme
6
Bu çalışmada, matematik öğretmen adaylarının matematik kavramına ilişkin algıları metaforlar yardımıyla incelenmiştir. Araştırmanın katılımcıları, Türkiye'de bir devlet üniversitesindeki eğitim fakültesinde öğrenim gören 337 ilköğretim ve ortaöğretim matematik öğretmen adayından oluşmaktadır. Çalışmada adayların matematik kavramına yönelik olarak geliştirdikleri metaforlar, gerekçelerine göre sınıflandırılarak kavramsal kategoriler oluşturulmuştur. Araştırma sonucunda elde edilen 80 metafor, 11 kavramsal kategori altında toplanmıştır. Buna göre matematik öğretmen adaylarının çoğunun matematiği günlük hayatın içinde ihtiyaç duyulan, emek gerektiren ya da uğraşmaktan zevk alınan bir alan olarak gördükleri tespit edilmiştir. Öte yandan, matematiğin doğasıyla ilgili, geniş ve gelişen, çok sayıda bilinmeyeni içinde barındıran, ardışık ve yığılmalı bir bilim olma özelliklerinden oluşan kavramsal kategorilerin ortaya çıktığı bulunmuştur. Ayrıca çalışmada çok az oranda matematik öğretmen adayının matematik hakkında olumsuz yönde metafor geliştirdikleri izlenmiştir. Günlük hayatın içinde ihtiyaç duyulan bir alan kategorisi, kadın öğretmen adaylarının ve ilköğretim öğretmen adaylarının en fazla temsil edildiği kategori olmuştur. Benzer şekilde uğraşmaktan zevk alınan bir alan kategorisi erkek öğretmen adaylarının, emek gerektiren bir alan kategorisi ise ortaöğretim matematik öğretmen adaylarının en fazla yer aldığı kategorilerdir.
In this study, the concepts of the mathematical concept of the candidates for mathematical teachers were studied with the help of metaphors. The research participants consist of 337 primary and secondary mathematics teachers candidates who study at a state university in Turkey. In the study, the metaphors developed by candidates towards the mathematical concept, classified according to their reasons, conceptual categories were created. The 80 metaphors obtained from the study were collected under 11 conceptual categories. According to this, many of the mathematical teachers candidates have been identified that they see mathematics as a field that is needed in everyday life, which requires work or enjoys dealing with. On the other hand, the nature of mathematics has found that the conceptual categories, which are related to the nature of mathematics, have emerged, and are characterized by the characteristics of being a consistent and accumulating science, which is widespread and evolving, containing many unknown ones. In addition, a very small percentage of mathematics teachers have been observed that the candidate has developed a negative metafor about mathematics. A category of fields needed in everyday life has been the category where women teachers candidates and primary school teachers candidates are most represented. A category of fields enjoying to deal with the same way are the categories where the male teacher candidates, and a category of fields requiring work are the categories where the high school math teacher candidates are the most.
In this study, pre-service mathematics teachers' perceptions about mathematics concept were examined with the help of metaphors. Participants of the study consists of 337 primary and secondary school pre-service mathematics teachers studying in a faculty of education at a state university in Turkey. In the study, metaphors developed by each pre-service teacher for the concept of mathematics were classified according to their reasons and conceptual categories were formed. 80 metaphors were obtained as a result of data analysis and were grouped under 11 conceptual categories. Accordingly, it was found that most of the pre-service mathematics teachers perceived mathematics as an area needed in daily life, an area requiring intensive labor or an enjoying area. On the other hand, it was also found that conceptual categories consisting of the features related to the nature of mathematics, such as a large and developing area, an area containing many unknowns or a consecutive and cumulative area were occurred. In addition, it was observed that very few mathematics teachers developed negative metaphors about mathematics. The category of an area needed in daily life was the most represented category by female and primary school pre-service teachers. Similarly, it was determined that a category of an enjoying area is with the highest number of male teachers and a category of requiring intensive labor is with the highest number of secondary school mathematics teachers .
Alan : Fen Bilimleri ve Matematik
Dergi Türü : Uluslararası
Makale Detay 
Atıf Yapanlar
Benzer Makaleler
PDF Görüntüle
Dergi Bilgisi
Eseri Dinleyin
Bu Sayfayı Yazdırın
Paylaş
Mendeley
