İlkokullarda Matematik Öğretimi (1. - 4. Sınıf)

Pesen, Cahit

doi:10.14527/9786053184362

Cited by 7 publications

(7 citation statements)

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“…The understanding that has developed in the field of education has made it necessary to benefit from different technological inventions in different disciplines. Receiving technological support during mathematics teaching increased student motivation and made the teaching process more effective (Pesen, 2020). Teaching with technological tools allows students to face more problems without wasting much time, to visualize the problems they encounter, to establish cause-effect relationships and to enjoy the lesson more.…”

Section: Problem Statementmentioning

confidence: 99%

Opinions of Primary School Teachers about Mathematics Teaching During the Covid-19 Pandemic Period

Kilinc¹,

Akkaya²,

Kapidere³

2021

eqr

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This study was conducted to reveal the aspect of distance education studies on teaching of mathematics with the evaluation by class teachers during the Covid-19 Pandemic period. 24 primary school teachers from Onikisubat district of Kahramanmaras province have participated in the research. The semi-structured interview form developed in line with the expert opinions was applied to the primary school teachers separately. This study was required in order to evaluate the events experienced in the distance education process due to the coronavirus pandemic and the effects of the pandemic on the field of education in the direction of the opinions of the class teachers. Qualitative research was carried out to interpret any situation from a different perspective in the study, and a case study has been conducted to reach the depth of the situation. As a data collection tool, a semi-structured interview form was prepared with the approval of expert opinions. After the data were brought together, content analysis was carried out by giving similar descriptions and describing them in a way that the reader could comprehend. The sample of the study consisted of teachers who personally experienced the process in the nearby environment, which consists of easily accessible situation sampling in order to accelerate the study. It is thought that it will be important to work properly execution of the processes that may occur in such times by determining the causes and consequences of the situations experienced in the field of education due to reasons such as the suspension of face-to-face education and the cessation of schools after the pandemic in the world. As a result of the research, suggestions will be made for the studies that can be done about teaching mathematics in distance education.

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Section: Problem Statementmentioning

confidence: 99%

Opinions of Primary School Teachers about Mathematics Teaching During the Covid-19 Pandemic Period

Kilinc¹,

Akkaya²,

Kapidere³

2021

eqr

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“…Tarihi insanlığın başlangıcı kadar eski olan matematik çok farklı şekillerde tanımlanmıştır (Pesen, 2019). Baykul (2020) "matematik nedir?"…”

Section: Introductionunclassified

İlkokul Öğrencilerinin Matematik Dersindeki Başarısızlık Nedenlerinin Sınıf Öğretmenlerinin Görüşlerine Göre Değerlendirilmesi

AFACAN,

BİRCAN

2023

Amasya Üniversitesi Eğitim Fakültesi Dergisi

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Bu çalışmada ilkokul öğrencilerinin matematik dersindeki başarısızlıklarının nedenleri sınıf öğretmenlerinin görüşlerine göre incelenmiştir. Çalışmada nitel araştırma yöntemlerinden durum deseni kullanılmıştır. Çalışma grubunu amaçlı örneklem yöntemlerinden ölçüt örnekleme ile belirlenen 12 sınıf öğretmeni oluşmaktadır. Veri toplama aracı olarak araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırma verileri nitel veri analizi tekniklerinden içerik analizi kullanılarak MAXQDA Analytics Pro 2022 (18.2.5) programı aracılığıyla analiz edilmiştir. Çalışma sonucunda; ilkokul öğrencilerinin matematik dersindeki başarısızlıklarında bireysel faktörlerin, ailevi faktörlerin, öğretmenden ve öğretim programından kaynaklı faktörlerin ve okulun fiziki imkânlarından kaynaklı faktörlerin etkili olduğu sonucuna ulaşılmıştır. Bunlara ek olarak ilkokul öğrencilerinin matematik dersindeki başarısızlıklarının altında yatan bireysel faktörlerin öğrencinin matematiğe karşı tutumu; ailevi faktörlerin ailenin sosyo-ekonomik durumu ve matematiğe bakış açısı; öğretmenden kaynaklı faktörlerin öğretmenin tecrübesi ve matematiğe karşı bakış açısı; okulun fiziki imkânlarından kaynaklı faktörlerin fiziki yetersizliklerin olması ve matematik sınıflarının olmaması olduğu sonucuna ulaşılmıştır.

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“…On the other hand, students may develop the misconception that they can learn by memorizing the subjects they encounter in mathematics. As memorized subjects are doomed to be forgotten in a short time, this misconception will lead to undesirable situations and will prevent students from recognizing that mathematics progresses in an orderly and harmonious manner, with certain aesthetics and beauty (Pesen, 2019). Lack or absence of such recognitions on the part of students may create pressure on teachers and make them feel anxious about failing in covering the subjects as required in the curriculum and in transmitting enough knowledge to students.…”

Section: Introductionmentioning

confidence: 99%

Investigation of the Relationship Between Class Teachers’ Levels of Mathematical Thinking and Mathematics Teaching Anxiety in Terms of Different Variables

Küçüktepe¹,

Balkan²

2021

IES

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The current study aimed to investigate the relationship between class teachers’ level of mathematical thinking and level of anxiety about mathematics teaching in terms of different variables. To this end, the correlational and causal comparative method, one of the qualitative research methods, was used in the study. The study group of the current research is comprised of 509 class teachers working in state primary schools in the city of İstanbul in the 2019-2020 school year. As the data collection tools, the “Class Teachers’ Mathematical Thinking Scale” and the “Mathematics Teaching Anxiety Scale” were used. In the analysis of the data obtained from the scales, descriptive and parametric analyses (t-test and ANOVA) and Pearson Product-Moment Correlation were used. A low and negative correlation was found between the class teachers’ levels of mathematical thinking and mathematics teaching anxiety. Moreover, the class teachers’ levels of mathematical thinking and mathematics teaching anxiety were found to be varying significantly depending on gender. In addition, the class teachers’ levels of mathematical thinking and mathematics teaching anxiety were also found to be varying depending on the type of high school graduated and the length of service in the profession.

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İlkokullarda Matematik Öğretimi (1. - 4. Sınıf)

Cited by 7 publications

References 0 publications

Opinions of Primary School Teachers about Mathematics Teaching During the Covid-19 Pandemic Period

Opinions of Primary School Teachers about Mathematics Teaching During the Covid-19 Pandemic Period

İlkokul Öğrencilerinin Matematik Dersindeki Başarısızlık Nedenlerinin Sınıf Öğretmenlerinin Görüşlerine Göre Değerlendirilmesi

Investigation of the Relationship Between Class Teachers’ Levels of Mathematical Thinking and Mathematics Teaching Anxiety in Terms of Different Variables

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