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Ülkemizde matematik öğretim müfredatları incelendiğinde, öğrencilerin problem çözme becerisini kazanmaları önemli olmasına rağmen problem çözme ve kurma adımlarına yeterli düzeyde yer verilmediği bilinmektedir. Bu anlamda matematik öğretiminde öğretmenlerin iyi bir alan bilgisine sahip olmaları gerekmektedir. Bu nedenle bu araştırmanın amacı, ders imecesi çalışmalarının sınıf öğretmenlerinin problem çözme ve kurma davranışlarına etkisinin incelenmesidir. Araştırmanın uygulama süreci, 2014-2015 eğitim öğretim yılında Trabzon il merkezinin iki farklı ilkokulunda gerçekleştirilmiştir. Bu çalışmanın örneklemini 3’ü deney ve 3’ü kontrol grubu olmak üzere dördüncü sınıfı okutan 6 gönüllü sınıf öğretmeni oluşturmuştur. Veri toplama aracı olarak araştırmacı tarafından Polya (1957)’nın problem çözme adımları ve Gonzales (1996)’in problem kurma adımı temel alınarak "Problem Çözme Gözlem Çizelgesi" geliştirilmiştir. Bunun yanında çalışmanın verilerini alan notları, gözlemler, mülakatlar, ders planları, çalışma kağıtları, ses ve video kaydı oluşturmuştur. Çalışmadan elde edilen veriler nitel veri analizi yöntemleri kullanılarak analiz edilmiştir. Çalışma sonucunda, ders imecesi çalışmalarının sınıf öğretmenlerinin problem çözme adımlarının birçok davranışını olumlu yönde etkilediği tespit edilmiştir. Buna karşın deney ve kontrol grubu öğretmenlerinin çözümü değerlendirme adımında “problemin çözümünü, varsa farklı stratejilerle göstermelerini isteme” davranışına pek yer vermedikleri, problem kurma etkinliğinde ise “öğrencilerden, çözümlerin doğru olup olmadığını kontrol etmelerini isteme” davranışında zaman sıkıntısı yaşadıkları ortaya çıkmıştır.
When math teaching courses are studied in our country, it is known that the problem-solving and establishment steps are not included in sufficient levels, although it is important for students to gain problem-solving skills. In this sense, in mathematics teaching teachers need to have a good field knowledge. Therefore, the purpose of this research is to study the impact of the teaching works on problem-solving and establishing behaviors of classmates. The application process of the research was carried out in two different primary schools of the Trabzon province center in the 2014-2015 educational year. The sample of this study was formed by 6 volunteer class teachers who studied the fourth class, including 3 experiment and 3 control groups. As a data collection tool, the researcher developed "Problem Solving Observation Schedule" based on Polya (1957)'s problem-solving steps and Gonzales (1996)'s problem-solving steps. In addition, he created notes, observations, interviews, curricula plans, paperwork, audio and video recordings that contain the study’s data. The data obtained from the study was analyzed using the quality data analysis methods. The study finds that the classwork study has a positive impact on many problem-solving steps of classmates. Nevertheless, the experimental and control group teachers did not give much place to the behavior of "do not ask them to show the solution of the problem with different strategies if they were" in the evaluation step, and in the problem-building activity they experienced a lack of time in the behavior of "do not ask students to check whether the solutions are correct".
It is known that, although to bring students in gaining the problem solving skills is important, problem solving and posing steps are not included adequately when we analyze the Math syllabus in our country. In this sense, teachers need to have deep field knowledge in Math teaching. In this study, it was aimed to investigate the effects of lesson study on elementary class teachers’ problem solving and posing behaviours. The implementation time of there search was completed in two distinctive grade schools in Trabzon region focus in the scholarly year of 2014-2015. The sample of this review comprised of teaching 4th class 6 primary school teacher, 3 of which were experimental and 3 of which were control groups. As an data collecting tool, “Problem Solving Observation Schedule” developed by Polya’s (1957) problem solving steps and Gonzales’ (1996) problem posing step. In addition to these, notes, observations, interviews, lesson plans, study papers, sound and video recordings that take information of the work are likewise made. The data obtained without working were analyzed with qualitative data analysis. At the end of the study, it was also determined that lesson studies positively affect behaviors of class teachers’ problem solving steps. Despite that, it revealed that, experimental and control groups do not much include the behavior, that is, “asking students to show the solution of the problem with different strategies, if available”; and they are not adequate in the behavior that is “asking students to check their solutions if they are true or not” in posing problems activity.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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