Matemati̇k Öğretmen Adaylarinin Alan Ve Alan Eği̇ti̇mi̇ Dersleri̇ne Yöneli̇k Tutumlari: Karma Bi̇r Araştirma

Abstract

ÖzBu araştırmanın amacı, ortaöğretim matematik öğretmen adaylarının alan ve alan eğitimi derslerine yönelik tutumlarını belirlemek ve cinsiyet, sınıf gibi değişkenlere göre incelemektir.Bu araştırma, nicel ve nitel araştırma yöntemlerinin bir arada kullanıldığı karma bir araştırma yöntemi ile yürütülmüştür. Araştırmaya ortaöğretim matematik öğretmenliği programına devam eden 110 öğretmen adayı katılmıştır. Veri toplama araçları olarak alan ve alan eğitimi derslerine yönelik tutum ölçekleri ve görüşme formu kullanılmıştır. Elde edilen nicel verilerin analizinde betimsel istatistikler, t-testi, varyans ve korelasyon analizi tekniklerinden faydalanılmıştır. Nitel verilerin analizinde ise betimsel analiz tekniği kullanılmıştır. Verilerin analizi sonucunda, öğretmen adaylarının matematik alan ve alan eğitimi derslerine yönelik tutum puanlarının ortalamalarının benzer düzeyde olduğu belirlenmiştir. Alan ve alan eğitimi derslerine yönelik tutum puanlarının cinsiyet ve sınıf değişkenlerine göre istatistiksel olarak anlamlı farklılık göstermediği ve tutum puanları arasında düşük düzeyde ilişki olduğu saptanmıştır. Ayrıca öğretmen adaylarının alan ve alan eğitimi derslerinin önemi, bu derslere yönelik ders çalışma planları, bu derslerin matematik öğretim programındaki yeterlik düzeylerine yönelik görüşlerinde ise benzer düzeylerde olduğu belirlenmiştir. Ancak nitel verilerin analizi sonucunda ise alan derslerine yönelik olumlu tutumların daha ön planda olduğu görülmektedir.Anahtar Kelimeler: Matematik Alan ve Alan Eğitimi Dersleri, Öğretmen Adayları, Tutum AbstractThe purpose of this research is to determine pre-service mathematics teachers' attitudes towards mathematics and pedagogical content courses, and to examine according to gender and class level variables. This research was conducted with a mixed research methods which is a combination of qualitative and quantitative research methods. 110 pre-service mathematics teachers participated to research from secondary mathematics teacher education department. Data collection tools were used as attitude scales towards mathematics and pedagogical content courses and interview forms. Descriptive statistics, t-test, ANOVA and correlation analysis were used for the obtained quantitative data. Descriptive analysis technique was used in the qualitative analysis. As a result of analysis of the data, the pre-service teachers' attitudes towards mathematics and pedagogical content courses were determined to be at similar levels of average scores. It was found that there wasn't a statistically significant difference between attitudes scores according to gender and class level variables. Also there was a low level relationship between attitude scores. In addition, it was determined that pre-service teachers' views were at similar levels about the importance of mathematics and pedagogical content courses, study plans for this courses, and the level of competence of these courses in the mathematics curriculum.However, the analysis of qualitative data showed that the mathematics courses ...

Matematik Öğretmen Adaylarının Matematik Eğitimi ve Matematik Alan Derslerine Yönelik Tutumlarının İlişkisi

“…In their study, Bukova-Güzel, Elçi and Alkan (2006) emphasize the necessity of attaching required importance to mathematics education without putting the mathematics knowledge aside in teacher training. This contradicts with the study of Özgen and Obay (2016), in which they found a low level of relationship between them.…”

“…However, it can be said that the prospective teachers' final attitudes toward the mathematics education courses were slightly higher than their attitudes toward the mathematics courses. As a result of their study, Özgen and Obay (2016) determined that the mean attitude scores of the prospective teachers in relation to the mathematics courses and the mathematics education courses were at similar level. In the study made by Turanlı et al (2007), it was obtained that the prospective teachers had positive attitudes toward the mathematics courses.…”

“…That is to say, it can be implied that the gender factor was not an effective variable in attitudes toward the field education courses in the profession of teaching. In their study, Özgen and Obay (2016) determined that the prospective teachers' attitudes toward the mathematics courses and the mathematics education courses did not differ according to their gender. The Spearman's rank correlation procedure made to reveal if there was a relationship between the mathematics prospective teachers' attitudes toward the mathematics courses and the mathematics education courses indicates a significant positive relationship between the prospective teachers' attitudes toward the mathematics courses and the mathematics education courses.…”

Attitudes of the Students at Physical Education (PE) Teaching and Sports Department towards Technology Use in Education

“…, reported that university teaching staff at PE and sports education department have positive attitudes toward technology and majority of them found the technological equipment in their schools to be insufficient and they didn't attend any course related to technology. Obay and Özgen (2008), determined in their study where they investigated the attitudes of candidate teachers towards education technologies that the variable of getting the lecture of teaching technologies and material development affected positively the attitudes of candidate teachers towards education technologies. Yılmaz et al (2010) stated in their study on the determination of the attitudes and opinions of students at PET program towards the use of technology in education that students' use of technological materials in teaching affect positively the attitude scores of students.…”

Head of Departments' Evaluation of Learning Opportunities Provided for Prospective Elementary Mathematics Teachers

“…With these methods, they state that PTs will not be able to gain proficiency in how they will transfer the topics they learned in their major area courses into their lives. Özgen and Obay (2016) stated that PTs have problems about how they relate mathematics to pedagogy. Teaching that is regardless of the relation between the major area courses with the professions of PTs can be effective on the base of these problems.…”