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Çalışmanın amacı matematik öğretmenlerinin çemberin çapı ile çevresi arasındaki ilişkiyi oluşturmak için tasarlanan gerçek yaşam bağlamlı etkinliğe yönelik değerlendirmelerini incelemektir. Durum çalışması desenine dayalı yürütülen çalışmanın katılımcıları 24 ortaokul matematik öğretmenidir. Çalışmanın verileri matematiksel modelleme ve öğretime entegrasyonu konulu bir çalıştay kapsamında toplanmıştır. Öğretmenler kendilerine sunulan etkinlik üzerinde gruplar halinde çalışmışlar ve ardından bireysel olarak etkinliğe yönelik değerlendirme formunu tamamlamışlardır. Elde edilen veriler içerik analizi ile analiz edilmiş ve değerlendirme soruları doğrultusunda kategoriler oluşturulmuştur. Öğretmenlerin etkinliği öğrencilerden ve öğrencilerin anlamalarından bağımsız olarak kavram ve öğretmen odaklı değerlendirdikleri sonucuna ulaşılmıştır. Bu doğrultuda öğretmenlerin öğretim perspektiflerinin güçlendirilerek matematiği öğrencilerin zihinsel süreçleriyle ilişkili bir şekilde ele aldıkları öğretim süreçleri tasarlayabilmelerine yönelik desteklenmeleri önerilmektedir.
The aim of the study is to study mathematics teachers’ evaluations towards real life-related activity designed to create the relationship between the diameter of the circle and its environment. The participants in the study based on the case study pattern are 24 high school mathematicians. The data of the study was collected within the framework of a workshop on mathematical modeling and integration in teaching. Teachers worked in groups on the event offered to them and then individually completed the evaluation form for the event. The obtained data was analyzed through content analysis and categories were created according to evaluation questions. The effectiveness of teachers has been achieved to the conclusion that they evaluate the concept and teacher-oriented, regardless of the students and the students' understanding. In this regard, teachers are encouraged to support teaching perspectives by strengthening mathematics in order for students to design teaching processes in connection with their mental processes.
The purpose of this study was to examine mathematics teachers’ evaluations of the real-life contextual task designed for constructing the relationship between the circle's diameter and circumference. The participants of the study which was conducted based on case study design were twenty-four middle school mathematics teachers. The data were collected during a workshop on mathematical modeling and integration of mathematical modeling on teaching. The participants worked on the task in groups and then individually evaluated the task. The collected data were analyzed by content analysis and the categories were formed in the direction of evaluation questions. It was revealed that the teachers evaluated the task by focusing on the concept and the teacher instead of focusing on students and their understandings. In this direction, it is suggested that teachers should be supported for designing teaching which they focused on students’ cognitive processes by considering perspectives of teaching and learning.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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