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Bu çalışmada ortaokul öğrencilerinin matematikte zorlanma nedenlerine ilişkin öğrenci ve öğretmen görüşleri ve çözüm önerileri nitel yöntem ile araştırılmıştır. Veri toplama aracı olarak açık uçlu sorulardan oluşan bir form kullanılmıştır. Form Ankara ilindeki 33 ortaokul matematik öğretmenine ve 167 öğrenciye uygulanmıştır. Katılımcıları belirlemede seçkisiz olmayan örnekleme yöntemlerinden bir amaçsal örnekleme türü olan “maksimum çeşitlilik örnekleme” kullanılmıştır. Veri analizi çalışmasında bir kod listesi oluşturulmuştur. Kod listelerinden birbirleriyle ilişkili olanlar bir araya getirilerek tematik kodlama yapılmıştır. Öğrencilerin matematikte zorlanma nedenlerine ilişkin görüşlerin analiz sonucu şu temalarda toplandığı görülmektedir: Öğretmenden, öğrenciden, materyal ve ortamdan, programdan ve sistemden, hazırbulunuşluktan kaynaklanan ve diğer nedenler. Öğrenci ve öğretmenlerin çözüm önerilerine ilişkin temalar da şöyledir: İçeriğe, öğretmenlere ve yöntemlerine, materyal ve ortama, süreye, öğrenciye çalışma önerileri ve diğer öneriler şeklindedir. Çalışma sonundaki öneriler ise şöyledir: Matematik derslerinin içeriği azaltılabilir ve eğitim programı gözden geçirilebilir. Matematik öğretmenlerine özel öğretim yöntemleri ve teknikleri yönünde hizmet içi eğitim verilebilir.
This study sets out to examine the students and teachers' views on the reasons of difficulties secondary school students face in mathematics and their recommendations through a qualitative method. A form consisting of open-ended questions was used as a data collection instrument. The form was administered to 33 secondary school mathematics teachers and 167 students in Ankara. In the determination of participants, "maximum variation sampling", a purposive sampling type considered among the non-random sampling methods, was employed. A code list was formed in data analysis. The code lists were thematically coded by attaching the codes related to one another. The analysis of the students' opinions on the causes of difficulties in mathematics could be summarized in the following themes: reasons originating from teachers, students, material and environment, program and system, readiness, and other reasons. The themes related to the students' and the teachers' suggestions for solutions were found out as the followings: suggestions concerning content, teachers and their methods, material and environment, duration, student's work and other suggestions. Suggestions at the end of the study are as follows: The content of mathematics courses can be reduced and the curriculum can be reviewed. Mathematics teachers can be offered in-service training on specific teaching methods and instructional techniques.
This study sets out to examine the students and teachers' views on the reasons of difficulties secondary school students face in mathematics and their recommendations through a qualitative method. A form consisting of open-ended questions was utilized as a data collection instrument. The form was administered to 33 secondary school mathematics teachers and 167 students in Ankara. In the determination of participants, "maximum variation sampling", a purposive sampling type considered among the non-random sampling methods, was employed. A code list was formed in data analysis. The code lists were thematically coded by attaching the codes related to one another. The analysis of the students' opinions on the causes of difficulties in mathematics could be summarized in the following themes: reasons originating from teachers, students, material and environment, program and system, readiness, and other reasons. The themes related to the students' and the teachers' suggestions for solutions were found out as the followings: suggestions concerning content, teachers and their methods, material and environment, duration, student’s work and other suggestions. Suggestions at the end of the study are as follows: The content of mathematics courses can be reduced and the curriculum can be reviewed. Mathematics teachers can be offered in-service training on specific teaching methods and instructional techniques.
Field : Eğitim Bilimleri; Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
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