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Investigation of Pre-service Teachers’ Knowledge and Skills on Creating Constructivist Mathematical Problem Solving Environments

Yıl 2023, Sayı: 56, 463 - 503, 22.06.2023
https://doi.org/10.53444/deubefd.1203388

Öz

Kaynakça

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  • Arslan, Ç., ve Altun, M. (2007). Learning to solve non-routine mathematical problems. Elementary Education Online, 6(1), 50-61.
  • Asman, D., ve Markovits, Z. (2009). Elementary school teachers' knowledge and beliefs regarding non-routine problems. Asia Pacific Journal of Education, 29(2), 229-249.
  • Aylar, E. (2017). Sınıf öğretmeni yetiştirme sürecinde problem çözmeye dair pedagojik alan bilgisine ilişkin çıkarımlar. Mersin Üniversitesi Eğitim Fakültesi Dergisi , 13(2) , 744-759.
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  • Bommel, J.V., & Palmér, H. (2015). from solving problems to problem solving: Primary school teachers developing their mathematics teaching through collaborative professional development. KAPET, 11(1), 72-89.
  • Brad, A. (2011). A study of the problem-solving activity in high school students: Strategies and self-regulated learning. Acta Didactica Napocensia, 4(1), 21-30.
  • Cai, J. (2003). What research tells us about teaching mathematics through problem solving. In F. Lester (Ed.), Research and issues in teaching mathematics through problem solving (pp. 241–255). National Council for Curriculum and Assessment.
  • Cai, J, ve Lester, F. (2010). Why is teaching with problem solving important to student learning? National Council of Teachers of Mathematics.
  • Capraro, M. M., An, S. A., Ma, T., Rangel-Chavez, F. A., ve Harbaugh, A. (2012). An investigation of preservice teachers’ use of guess and check in solving a semi open-ended mathematics problem. Journal of Mathematical Behavior, 31(1), 105-116.
  • Carlson, M.P., ve Bloom, I. (2005). The cyclic nature of problem solving: An emergent multidimensional problem-solving framework, Educational studies in Mathematics, 58, 45-75.
  • Carrillo J., Climent N., Contreras L. C., ve Montes M. Á. (2019) Mathematics teachers’ specialised knowledge in managing problem-solving classroom tasks. In Felmer P., Liljedahl P., Koichu B. (eds) Problem Solving in Mathematics Instruction and Teacher Professional Development. Research in Mathematics Education. Springer.
  • Cengiz, N., Kline, K., ve Grant, T. (2011). Extending students’ mathematical thinking during whole-group discussions. Journal of Mathematics Teacher Education, 15(5), 1–20.
  • Chapman, O. (2002) Teaching Word Problems: What High School Teachers Value. Proceeding of the Annual Meeting [of the] North American Chapter of the Internetional Group the Psyhology of Matematics Education (24 th, Athens, GA, October 26-29, 2002) Volume 1-4.
  • Chapman, O. (2012). Prospective elementary school teachers’ ways of making sense of mathematical problem posing, PNA, 6(4), 135 – 146.
  • Chapman, O. (2015). Mathematics teachers’ knowledge for teaching problem solving. LUMAT: International Journal on Math, Science and Technology Education, 3(1), 19–36.
  • Charles, R.; Lester, F., ve O'Daffer, P. (1987). The analytic scoring scale. How to evaluate progress in problem-solving. Reston.
  • Charles, R., Lester, F. , ve O'Daffer, P. (1992). How to evaluate progress in problem solving. E.U.A.: NCTM. Conference Board of the Mathematical Sciences [CBMS]. (2001).The Mathematical Education of Teachers. American Mathematical Society and Mathematical Association of America.
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Öğretmen Adaylarının Yapılandırmacı Matematiksel Problem Çözme Ortamları Oluşturabilmeye İlişkin Bilgi ve Becerilerinin İncelenmesi

Yıl 2023, Sayı: 56, 463 - 503, 22.06.2023
https://doi.org/10.53444/deubefd.1203388

Öz

Bu çalışmada ortaokul matematik öğretmen adaylarının problem çözmeye yönelik pedagojik bilgilerini ortaya çıkarmak amaçlanmıştır. Çalışma Türkiye’de İç Anadolu bölgesinde yer alan bir devlet üniversitesinde gerçekleştirilmiştir. Çalışmaya 20 son sınıf öğretmen adayı katılmıştır. Öğretmen adayları grup olarak problem çözmeye ilişkin kazanımlara yönelik ders planı tasarlamışlar ve gerçek sınıf ortamında uygulama yapmışlardır. Öğretmen adaylarının rutin olmayan problemler hazırlayabildikleri ve bu problemlerin farklı stratejilerle çözülebildiği gözlenmiştir. Ayrıca bu problemlerin öğrencilerin seviyelerine uygun olduğu belirlenmiştir. Uygulamalar esnasında öğretmen adayları bazı bileşenlere (örn, problemi anlama, stratejinin uygulanması) yer vermelerine rağmen bazı bileşenlere (örn, problemin çözümü için bir strateji belirlenmesi, farklı problem çözme stratejilerine yer verme, tartışma ortamı oluşturma, öğrencilerin problem çözmeye ilişkin yaşayabilecekleri zorluk ve hatalar) yer vermekte çeşitli zorluklar yaşamışlardır. Problem çözme sürecinin önemli bir bileşeni olan değerlendirme aşamasına uygulama sürecinde hiçbir grubun yer vermemesi dikkat çekicidir. Elde edilen sonuçlardan hareketle öneriler sunulmuştur.

Kaynakça

  • Altun, M. (2006). The teacher trainees’ skills and opinions on solving non- routine mathematical problems. Paper presented at the 3rdInternational Conference on the Teaching of Mathematics, İstanbul.
  • Arıkan, E. E., ve Ünal, H. (2012). Farklı profillere sahip öğrenciler ile çoklu yoldan problem çözme. Bitlis Eren University The Journal of Science and Technology Journal, 1(2), 76–84.
  • Arslan, Ç., ve Altun, M. (2007). Learning to solve non-routine mathematical problems. Elementary Education Online, 6(1), 50-61.
  • Asman, D., ve Markovits, Z. (2009). Elementary school teachers' knowledge and beliefs regarding non-routine problems. Asia Pacific Journal of Education, 29(2), 229-249.
  • Aylar, E. (2017). Sınıf öğretmeni yetiştirme sürecinde problem çözmeye dair pedagojik alan bilgisine ilişkin çıkarımlar. Mersin Üniversitesi Eğitim Fakültesi Dergisi , 13(2) , 744-759.
  • Bodner, G. M., ve Domin, D. S. (2000). Mental models: The role of representations in problem solving in chemistry. University Chemistry Education, 4(1), 24-30.
  • Bommel, J.V., & Palmér, H. (2015). from solving problems to problem solving: Primary school teachers developing their mathematics teaching through collaborative professional development. KAPET, 11(1), 72-89.
  • Brad, A. (2011). A study of the problem-solving activity in high school students: Strategies and self-regulated learning. Acta Didactica Napocensia, 4(1), 21-30.
  • Cai, J. (2003). What research tells us about teaching mathematics through problem solving. In F. Lester (Ed.), Research and issues in teaching mathematics through problem solving (pp. 241–255). National Council for Curriculum and Assessment.
  • Cai, J, ve Lester, F. (2010). Why is teaching with problem solving important to student learning? National Council of Teachers of Mathematics.
  • Capraro, M. M., An, S. A., Ma, T., Rangel-Chavez, F. A., ve Harbaugh, A. (2012). An investigation of preservice teachers’ use of guess and check in solving a semi open-ended mathematics problem. Journal of Mathematical Behavior, 31(1), 105-116.
  • Carlson, M.P., ve Bloom, I. (2005). The cyclic nature of problem solving: An emergent multidimensional problem-solving framework, Educational studies in Mathematics, 58, 45-75.
  • Carrillo J., Climent N., Contreras L. C., ve Montes M. Á. (2019) Mathematics teachers’ specialised knowledge in managing problem-solving classroom tasks. In Felmer P., Liljedahl P., Koichu B. (eds) Problem Solving in Mathematics Instruction and Teacher Professional Development. Research in Mathematics Education. Springer.
  • Cengiz, N., Kline, K., ve Grant, T. (2011). Extending students’ mathematical thinking during whole-group discussions. Journal of Mathematics Teacher Education, 15(5), 1–20.
  • Chapman, O. (2002) Teaching Word Problems: What High School Teachers Value. Proceeding of the Annual Meeting [of the] North American Chapter of the Internetional Group the Psyhology of Matematics Education (24 th, Athens, GA, October 26-29, 2002) Volume 1-4.
  • Chapman, O. (2012). Prospective elementary school teachers’ ways of making sense of mathematical problem posing, PNA, 6(4), 135 – 146.
  • Chapman, O. (2015). Mathematics teachers’ knowledge for teaching problem solving. LUMAT: International Journal on Math, Science and Technology Education, 3(1), 19–36.
  • Charles, R.; Lester, F., ve O'Daffer, P. (1987). The analytic scoring scale. How to evaluate progress in problem-solving. Reston.
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  • Matthews, M., Hlas, C. S., ve Finken, T. M. (2009). Using lesson study and four-column lesson planning with preservice teachers: Lessons from lessons. Mathematics Teacher, 102(7), 504-509.
  • Mayer, R. E., Sims, V., ve Tajika, H. (1995). A comparison of how textbooks teaching mathematical problem solving in Japan and the United States. American Educational Research Journal, 35, 443-459.
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  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
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  • Patton, M. Q. (2002). Qualitative research and evaluation methods. SAGE Publishing.
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  • Polya, G. (1985). How to solve it: A new aspect of mathematical method. Princeton University Press Posamentier, A. S., ve Krulik, S. (2008). Problem-solving strategies for efficient and elegant solutions. Corwin Press.
  • Posamentier, A. S., ve Krulik, S. (Eds.). (2009). Problem solving in mathematics, grades 3-6: powerful strategies to deepen understanding. Corwin Press.
  • Rigelman, N. R. (2007). Fostering mathematical thinking and problem solving. Teaching Children Mathematics, 13(6), 308-314.
  • Rosli, R., Goldsby, D., ve Capraro, M. M. (2013). Assessing students’ mathematical problem – solving and problem – Posing Skills. Asian Social Science. 9(16), 54-60.
  • Rott, B. (2020). Teachers’ behaviors, epistemological beliefs, and their interplay in lessons on the topic of problem solving. International Journal of Science and Mathematics Education, 18, 903–924.
  • Russo, J. ve Hopkins, S. (2019). Teachers’ perceptions of students when observing lessons involving challenging tasks. International Journal of Science and Mathematics Education, 17(4), 759–779
  • Sakshaug L.E ve Wohlhuter KA. (2010). Journey toward teaching mathematics through problem solving. School Science and Mathematics. 110(8), 397–409.
  • Santos-Trigo, M. ve Camacho-Machín, M. (2009). Towards the construction of a framework to deal with routine problems to foster mathematical inquiry. Primus, 19(3), 260-279.
  • Schoenfeld, A. H. (1985). Mathematical problem solving. Academic Press.
  • Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics (pp. 334–370). Macmillan Publishing Co, Inc.
  • Schoenfeld, A. H., Burkhardt, H., Daro, P., Ridgway, J., Schwartz, J., ve Wilcox, S. (1999). High school assessment. White Plains, NY: Dale Seymour Publications. Schoenfeld, A. H., & Kilpatrick, J. (2008). Toward a Theory of Proficiency in Teaching Mathematics. International Handbook of Mathematics Teacher Education, 2, 1-35.
  • Schroeder, T. L., ve Lester K. L. Jr.(1989). Developing Understanding in Mathematics via Problem Solving. In P. R. Trafton (eds.), New Directions for Elementary School Mathematics, 1989 Yearbook of the National Council of Teachers of Mathematics, (pp. 31–42). Reston, Va.
  • Schoenfeld, A. H., & Kilpatrick, J. (2008). Toward a Theory of Proficiency in Teaching Mathematics. International Handbook of Mathematics Teacher Education, 2, 1-35.
  • Schoenfeld, A. H., Minstrell, J., ve van Zee, E. (1999). The detailed analysis of an established teacher's non-traditional lesson. The Journal of Mathematical Behavior, 18(3), 281- 325.
  • Shiakalli, M. A., Ve Zacharos, K. (2014). Building meaning through problem solving practices: the case of four-year olds. Journal of mathematical behavior. 35, 58-73
  • Silao, I.V. (2018). Factors affecting the mathematics problem solving skills of Filipino pupils. International Journal of Scientific and Research Publications, 8(2), 487–497.
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  • Smith, S. P. (2004). Representation in school mathematics: Children`s representations of problems. In J. Kilpatrick (Ed.), A Research Companion to Principles and Standards for School Mathematics (pp. 263-274). NCTM, Inc.
  • Son, J. W. & Lee, M.Y. (2021). Exploring the relationship between preservice teachers’ conceptions of problem solving and their problem-solving performances. International Journal of Science and Mathematics Education. 19, 129–150.
  • Souza, L., Lopes, C. E., & Pfannkuch, M. (2015). Collaborative professional development for statistics teaching: A case study of two middle school teachers. Statistics Education Research Journal, 14(1), 112–134.
  • Stacey, K. (2018). Teaching Mathematics through Problem Solving, Numeros, 98, 7-18.
  • Stein, M. K., Boaler, J., ve Silver, E.A. (2003). Teaching Mathematics through problem solving grades 6-12, NCTM.
  • Sullivan, P., Clarke, D. M., Clarke, B. ve O’Shea, H. (2010). Exploring the relationship between task, teacher actions, and student learning. PNA, 4(4), 133–142.
  • Sullivan, P., Mousley, J., ve Jorgensen, R. (2009). Tasks and pedagogies that facilitate mathematical problem solving. In B. Kaur (Ed.), Mathematical problem solving (pp.17-42). Association of Mathematics Educators: Singapore / USA / UK World Scientific Publishing.
  • Takahashi, A. (2008). Beyond show and tell: neriage for teaching through problem-solving—ideas from Japanese problem-solving approaches for teaching mathematics. Paper presented at the 11th International Congress on Mathematics Education in Mexico (Section TSG 19: Research and Development in Problem Solving in Mathematics Education).
  • Takahashi, A., Lewis, C., ve Perry, R. (2013). A US lesson study network to spread teaching through problem solving. International Journal for Lesson and Learning Studies, 2(3), 237–255.
  • Toluk, Z. ve Olkun, S. (2002). Türkiye’de matematik eğitiminde problem çözme: 1-5 Sınıflar matematik ders kitapları. Kuram ve Uygulamada Eğitim Bilimleri, 2(2), 563-581.
  • Türker Biber, B. , Aylar, E. , Ay, Z. S., ve Akkuş İspir, O. (2017). İlköğretim matematik öğretmen adaylarının problem çözmeye dair pedagojik alan bilgilerinin sınıf İçi gözlem ve görüşme yoluyla belirlenmesi. Kastamonu Eğitim Dergisi, 25(4) , 1483-1498.
  • Uçar, H. B. (2019). Ortaokul matematik öğretmenlerinin rutin olmayan problemleri çözme konusundaki pedagojik alan bilgilerinin incelenmesi. (Yayınlanmamış yüksek lisans tezi). Balıkesir Üniversitesi.
  • van Dooren, W., Verschaffel, L., ve Onghena, P. (2002). The impact of preservice teachers' content knowledge on their evaluation of students' strategies for solving arithmetic and algebra word problems. Journal for Research in Mathematics Education, 33(5), 319–351.
  • Watson, A., & Ohtani, M. (2015). Task design in mathematics education: An ICMI study 22. Springer International.
  • Weber, K. ve Leikin, R. (2016). Recent advances in research on problem solving and problem posing, in Gutierrez, A., Leber, G.C. and Boero, P. (Eds.), The Second Handbook of Research on the Psychology of Mathematics Education: The Journey Continues, (pp. 353-382). Springer.
  • Woodward, J.,Beckmann. S.,Driscoll, M., Franke, M., Herzig, P., Jitendra, A., Koedinger, K. R., ve Ogbuehi, P. (2012). Improving mathematical problem solving in Grades 4 through 8: A practice guide. National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
  • Yew, W. T., ve Zamri, S. N. A. S. (2018). Problem solving strategies of selected pre-service secondary school mathematics teachers in Malaysia. MOJES: Malaysian Online Journal of Educational Sciences, 4(2), 17–31.
  • Yılmaz, K. (2021). Öğretmen adaylarının problem çözme süreçlerinin incelenmesi. (Yayınlanmamış yüksek lisans tezi). Erzincan Binali Yıldırım Üniversitesi.
  • Yin, R. K. (2003). Case Study Research Design and Methods. Sage Publications.
  • Youngs, P., Molloy Elreda, L., Anagnostopoulos, D., Cohen, J., Drake, C., ve Konstantopoulos, S. (2022). The development of ambitious instruction: How beginning elementary teachers’ preparation experiences are associated with their mathematics and English language arts instructional practices. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2021.103576
  • Zakaria E., Haron, Z., ve Daud, Y. (2010). The reliability and construct validity of scores on the attitudes toward problem solving scale. Journal of Science and Mathematics Education in Asia, 27(2), 81-91.
  • Zhu, Y., ve Fan, L. (2006). Focus on the representation of problem types in intended curriculum: A comparison of selected mathematics textbooks from Mainland China and the United States. International Journal of Science and Mathematics Education, 4(4), 609-626.
Toplam 109 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Nadide Yılmaz 0000-0003-1624-5902

Yayımlanma Tarihi 22 Haziran 2023
Yayımlandığı Sayı Yıl 2023 Sayı: 56

Kaynak Göster

APA Yılmaz, N. (2023). Öğretmen Adaylarının Yapılandırmacı Matematiksel Problem Çözme Ortamları Oluşturabilmeye İlişkin Bilgi ve Becerilerinin İncelenmesi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi(56), 463-503. https://doi.org/10.53444/deubefd.1203388