Prospective middle school mathematics teachers’ problem posing abilities in context of van Hiele Levels of Geometric Thinking

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DOI : 10.15345/iojes.2020.02.009
Year-Number: 2020-Volume 12, Issue 2
Language : English
Konu :
Number of pages: 132-152
Mendeley EndNote Alıntı Yap

Abstract

Bu çalışmada ortaokul matematik öğretmeni adaylarının van Hiele geometrik düşünme düzeyleri bağlamında problem kurma becerilerini incelemek amaçlanmıştır. Çalışmada nitel araştırma yöntemlerinden birisi olan durum çalışması kullanılmıştır. Çalışmanın katılımcılarını 65 ortaokul matematik öğretmeni adayları oluşturmaktadır. Bu çalışmanın verileri, ortaokul matematik öğretmeni adaylarının serbest bir problem kurma durumunu cevapladıkları yazılı dökümanlardan elde edilmiştir. Öğretmen adaylarından van Hiele geometrik düşünme düzeylerinin ilk üçüne uygun olacak şekilde problem kurmaları istenmiştir. Ayrıca, öğretmen adaylarının kurduğu problemlerin düşünme düzeyinin hangi özelliklerini yansıttığını açıklamaları da istenmiştir. Veriler betimsel olarak analiz edilmiştir. Çalışma bulgularına göre, öğretmen adaylarının “matematiksel-düzeye uygun” problem kurma oranının düşük olduğu belirlenmiştir. Öğretmen adayı yanıtlarının yarısından fazlasının matematiksel problem olmadığı tespit edilmiştir. Öğretmen adayları en çok düzey 2’ye yönelik “matematiksel-düzeye uygun” problemler kurmuştur. Üçüncü düzeyin özelliklerini doğru açıklayan öğretmen adayı sayısı, ilk iki düzeye göre düşüktür. Öğretmen adaylarının geometrik düşünme düzeylerine ilişkin bilgilerini, problem kurmaya aktaramadıkları söylenebilir. Öğretmen adaylarının matematik eğitimi derslerinin problem kurma deneyimlerini içermesi önerilmektedir. Uygulamaya dönük tasarlanacak ders içeriklerinin öğretmen adaylarının hem problem kurma becerilerini hem de geometri konu alan bilgilerini geliştireceği düşünülmektedir. Ayrıca, yapılandırılmış, yarı yapılandırılmış ve serbest problem kurma türlerinin birlikte olduğu çoklu durum çalışmaları yapılabilir.

Keywords

Abstract

The aim of this study was to investigate the problem posing skills of prospective middle school mathematics teachers in the context of van Hiele levels of geometric thinking. Case study was used in this study. Participants were 65 third-year prospective middle school mathematics teachers. The data obtained from the prodpective teachers’ (PTs) written documents about the situation of a free problem posing. PTs were asked to pose problems in accordance with the first three van Hiele levels. At the same time, PTs were asked to explain the characteristics of the van Hiele level. Descriptive analysis was preferred. The findings indicated that the problem posing rate of the PTs was low in the category “mathematical-appropriate for the level”. It was found that more than half of the PTs’ responses were not mathematical problems. The PTs posed mathematical problems in the category “appropriate for the level” mostly related to level 2. The number of PTs who correctly explained the characteristics of the level 3 is lower than the first two levels. According to findings, it can be said that PTs cannot transfer their knowledge to problem posing. It is suggested that PTs’ mathematics education courses should include problem posing experiences. The course contents to be designed for practice are thought to improve both the problem posing skills and the subject matter knowledge related to geometry. Future research should focus on multiple case studies integrating free,semi-structured, and structured problem posing situations.

Keywords

Kaynakça

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