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Bu araştırmanın amacı, ortaokul matematik ders kitaplarını öğretmen görüşlerine göre değerlendirmektir. Bu genel amaç doğrultusunda çalışmada, ders kitaplarının Liselere Giriş Sınavı (LGS)’ye uygunluğu, öğretim sürecinde aktif kullanımı, okullarda uygulanan eğitim müfredatına uygunluğu ve eğitim faaliyetlerindeki ekstra kaynak ihtiyacı da araştırılmıştır. Dolayısıyla araştırmada durum çalışması yapılmıştır. Veriler analiz edilirken içerik analizi yöntemi tercih edilmiş, frekanslara göre kodlar, kodlara göre kategoriler ve kategorilere göre frekanslar oluşturulmuştur. Araştırmanın örneklemini, Türkiye’nin Doğu Anadolu bölgesinde bulunan orta büyüklükteki bir ildeki yedi farklı ortaokulda görev yapan yirmi dört ortaokul matematik öğretmeni oluşturmaktadır. Örneklem seçiminde öncelikle okullar tespit edilmiş, daha sonra bu okullardan hizmet deneyimi en az 5 yıl olan öğretmenler tercih edilmiştir. Bu örneklemi oluşturan öğretmenler gönüllülük esasına göre belirlenmiştir. Ayrıca örneklem belirlenirken zaman ve işgücü koşulları göz önünde bulundurulmuştur. Dolayısıyla araştırma örneklemi seçilirken uygun örnekleme yöntemi tercih edilmiştir. Çalışmada veri toplama aracı olarak araştırmacılar tarafından geliştirilmiş beş adet açık uçlu sorudan oluşan yapılandırılmış görüşme formu kullanılmıştır. Bu form geliştirilirken üç adet matematik eğitimi alanında uzman akademisyenin görüşü alınmıştır. Formun güvenirliği için KAPPA değeri 0,922 olarak hesaplanmış, güvenilir olduğuna karar verilmiştir. Araştırmada elde edilen bulgulara göre öğretmenlerin büyük çoğunluğu ders kitaplarının LGS’ye uygun olmadığını düşünmektedirler. Bir kısmı ise mevcut kitapların birtakım özellikleri gözden geçirilerek geliştirilebileceği düşüncesindedir. Ayrıca öğretmenlerin büyük çoğunluğu ders kitaplarını derste aktif bir şekilde kullanmayı tercih etmezken, ders kitaplarını daha çok öğrencilere ödev vermek amacıyla kullanmaktadır. Bununla birlikte öğretmenlerin ders kitaplarının yetersiz olduğunu düşündükleri için öğrencileri ek kaynak kitaplara yönlendirdikleri tespit edilmiştir. Araştırmada elde edilen bulgular çerçevesinde ileride bu alanda çalışmak isteyen araştırmacılara ortaokul matematik ders kitaplarının kullanımına ve geliştirilmesine ilişkin birtakım önerilerde bulunulmuştur.
The purpose of this research is to evaluate high school math class books according to the teacher's opinions. In accordance with this general objective, the study has also studied the suitability of the curricula to the High School Introduction Exam (LGS), the active use in the teaching process, the suitability of the educational curriculum applied in schools and the need for additional resources in educational activities. Therefore, the investigation has been done. When data is analyzed, the method of content analysis is preferred, codes according to frequencies, codes according to categories and categories are created. The examples of the study consist of twenty-four high school mathematician teachers who work in seven different high schools in a medium-sized province located in the eastern Anadolu region of Turkey. In the selection of the sample first schools were identified, then teachers with a service experience of at least 5 years from these schools were preferred. The teachers who make this example are determined by the essence of volunteering. It also takes into account the time and working conditions when determining the sample. Therefore, the appropriate sample method is preferred when the research sample is selected. The study used a structured conversation form consisting of five open end questions developed by researchers as a data collection tool. During the development of this form, the opinion of three specialized academics in the field of mathematical education was taken. For the form's reliability, the CAPPA value was calculated as 0.922 and was determined to be reliable. According to the findings obtained in the study, the vast majority of teachers think their lesson books are not suitable for LGS. Some believe that the present books can be revised by a number of characteristics. In addition, the vast majority of teachers do not prefer to actively use the lesson books in the classroom, while they use the lesson books to provide more tasks to students. However, it has been found that teachers have directed students to additional resource books because they think the lesson books are insufficient. In the framework of the findings obtained in the study, researchers who wish to work in this field in the future have been given a series of recommendations on the use and development of high school math classbooks.
The aim of this study is to evaluate secondary school mathematics textbooks according to teachers' opinions. In line with this general purpose, the study examined the appropriateness of the textbooks to the High School Entrance Examination (HSEE), its active use in the teaching process, its appropriateness to the education system implemented in schools, and the need for extra resources in educational activities. Therefore, case study was conducted in the study. While analyzing the data, content analysis method was preferred, codes according to frequencies, categories according to codes and frequencies according to catehores were created. The sample of the study, Turkey's role in seven different secondary schools in a mid-sized city located in Eastern Anatolia is engaged twenty-four secondary school math teacher. Firstly, schools were identified in the sample selection, and then teachers with at least 5 years of service experience were chosen from these schools. Teachers of this sample were determined on a voluntary basis. In addition, time and labor conditions were taken into consideration while determining the sample. Therefore, appropriate sampling method was preferred when selecting the research sample. In the study, a structured interview form consisting of five open-ended questions developed by the researchers was used as data collection tool. In the development of this form, the views of three academicians specialized in mathematics education were taken. For reliability of the form, the KAPPA value was calculated as 0.922 and it was decided that it was reliable. According to the findings of the research, the majority of teachers think that textbooks are not HSEE compliant. Some think that the features of the existing books can be revised and improved. In addition, while the majority of teachers do not prefer to use textbooks actively in class, they use textbooks mostly to give homework to students. However, it was found that teachers direct students to additional source books because they think that their textbooks are insufficient. Within the framework of the findings obtained in the research, some suggestions were made to the researchers who want to work in this field in the future about the use and development of secondary school mathematics textbooks.
Alan : Fen Bilimleri ve Matematik; Mühendislik
Dergi Türü : Uluslararası
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