Harmful Values from the Lens of Teachers in Mathematics Classrooms with Gifted Student

Fatma Nur Aktaş

Makale detayları

Harmful Values from the Lens of Teachers in Mathematics Classrooms with Gifted Student

Yazarlar:

Fatma Nur Aktaş

Yayıncı:

Afyon Kocatepe University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Kuramsal Eğitimbilim Dergisi Vol.18 Issue 2, pp.255-279

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001345640

pISSN:

1308-1659

Anahtar kelimeler:

Özet:

 This study aims to identify the harmful values experienced by secondary school mathematics teachers in classrooms with gifted students. The participants in the study, which was designed as an interpretative phenomenological design, were two secondary school mathematics teachers. The participants selected using purposive sampling had teaching experiences in inclusive classrooms with gifted students. The data obtained through group interviews, enriched with classroom video recordings, were analyzed by the interpretative phenomenological analysis method. The findings revealed harmful reflections of values contrary to the expectations concerning their positive cultural role. Categories were obtained in the context of mathematics teachers, gifted students and pupils values and institutional values. Teachers harmful values are control, mathematical reasoning, considering students expectations, equality, relevance daily life, teacher expectations and esoteric teaching approach. Gifted students harmful values are practice, familiarity, memorization, feedback and overconfidence. Other students harmful values are practice, familiarity, memorization and concretization learning approach. The institutional values are democracy and inclusive education teaching approach. The diversity in the sources of values and the resulting conflicts of values have led to undesirable reflections of positive values. Consequently, harmful results were experienced concerning the values alignment, the teachers skill to manage values and the reflection of institutional values in practice. By revealing the harmful consequences of values, striking implications for teachers, institutions and future research are presented.

 This study aims to identify the harmful values experienced by secondary school mathematics teachers in classrooms with gifted students. The participants in the study, which was designed as an interpretative phenomenological design, were two secondary school mathematics teachers. The participants selected using purposive sampling had teaching experiences in inclusive classrooms with gifted students. The data obtained through group interviews, enriched with classroom video recordings, were analyzed by the interpretative phenomenological analysis method. The findings revealed harmful reflections of values contrary to the expectations concerning their positive cultural role. Categories were obtained in the context of mathematics teachers, gifted students and pupils values and institutional values. Teachers harmful values are control, mathematical reasoning, considering students expectations, equality, relevance daily life, teacher expectations and esoteric teaching approach. Gifted students harmful values are practice, familiarity, memorization, feedback and overconfidence. Other students harmful values are practice, familiarity, memorization and concretization learning approach. The institutional values are democracy and inclusive education teaching approach. The diversity in the sources of values and the resulting conflicts of values have led to undesirable reflections of positive values. Consequently, harmful results were experienced concerning the values alignment, the teachers skill to manage values and the reflection of institutional values in practice. By revealing the harmful consequences of values, striking implications for teachers, institutions and future research are presented.

 This study aims to identify the harmful values experienced by secondary school mathematics teachers in classrooms with gifted students. The participants in the study, which was designed as an interpretative phenomenological design, were two secondary school mathematics teachers. The participants selected using purposive sampling had teaching experiences in inclusive classrooms with gifted students. The data obtained through group interviews, enriched with classroom video recordings, were analyzed by the interpretative phenomenological analysis method. The findings revealed harmful reflections of values contrary to the expectations concerning their positive cultural role. Categories were obtained in the context of mathematics teachers, gifted students and pupils values and institutional values. Teachers harmful values are control, mathematical reasoning, considering students expectations, equality, relevance daily life, teacher expectations and esoteric teaching approach. Gifted students harmful values are practice, familiarity, memorization, feedback and overconfidence. Other students harmful values are practice, familiarity, memorization and concretization learning approach. The institutional values are democracy and inclusive education teaching approach. The diversity in the sources of values and the resulting conflicts of values have led to undesirable reflections of positive values. Consequently, harmful results were experienced concerning the values alignment, the teachers skill to manage values and the reflection of institutional values in practice. By revealing the harmful consequences of values, striking implications for teachers, institutions and future research are presented.

 Bu çalışmanın amacı, ortaokul matematik öğretmenlerinin özel yetenekli öğrencilerin yer aldığı sınıflardaki deneyimledikleri zararlı değerleri tespit etmektir. Yorumlayıcı fenomenolojik desende tasarlanan araştırmanın katılımcıları iki ortaokul matematik öğretmenidir. Amaçlı örnekleme metoduna göre belirlenen katılımcılar özel yetenekli öğrencilerin yer aldığı kaynaştırma sınıflarında ders verme tecrübelerine sahip olan öğretmenlerdir. Sınıf video kayıtlarıyla zenginleştirilmiş grup görüşmeleriyle elde edilen veriler yorumlayıcı fenomenolojik analiz metoduyla analiz edilmiştir. Bulgularda, değerlerin pozitif kültürel rollerine dair beklentilerinin aksine risk teşkil eden yansımaları belirlenmiştir. Matematik öğretmenlerinin, özel yetenekli ve diğer öğrencilerin sahip olduğu değerler ve kurumsal değerler bağlamında kategoriler elde edilmiştir. Öğretmenlerin sahip olduğu zararlı değerler; kontrol, matematiksel akıl yürütme, öğrenci beklentilerini dikkate alma, eşitlik, ilişkilendirme günlük hayat, öğretmen beklentileri ve gruba özgü öğretim yaklaşımı olarak belirlenmiştir. Özel yetenekli öğrencilerin sahip olduğu zararlı değerler; uygulama, aşinalık, ezberleme, dönüt ve özgüven olarak belirlenmiştir. Diğer öğrencilerin sahip olduğu zararlı değerler; uygulama, aşinalık, ezberleme, somutlaştırma öğrenme yaklaşımı olarak belirlenmiştir. Kurumsal değerlerde zararlı değerler; demokrasi ve kaynaştırma eğitimi öğretim yaklaşımı. Değerlerin kaynaklarındaki çeşitlilik ve bundan doğan değerlerin çatışmaları pozitif değerlerin istenmeyen yansımalarını ortaya çıkarmıştır. Dolayısıyla, değer uyumuna, öğretmenlerin değerleri yönetim becerilerine ve kurumsal değerlerin uygulamadaki yansımalarına ilişkin risk teşkil eden sonuçlar elde edilmiştir. Değerlerin zararlı sonuçlarının ortaya konulmasıyla öğretmenlere, kurumlara ve ileriki araştırmalara çarpıcı öneriler sunulmuştur.

Makale detayları

Harmful Values from the Lens of Teachers in Mathematics Classrooms with Gifted Student

Yazarlar:

Fatma Nur Aktaş

Yayıncı:

Afyon Kocatepe University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Kuramsal Eğitimbilim Dergisi Vol.18 Issue 2, pp.255-279

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001345640

pISSN:

1308-1659

harmful values

mathematics classrooms

middle school mathematics teachers

gifted studentszararlı değerler

matematik sınıfları

ortaokul matematik öğretmenleri

özel yetenekli öğrenciler

Sayı

Makale detayları

Yazarlar: Fatma Nur Aktaş

Yayıncı: Afyon Kocatepe University

Ana Başlıklar: Alan Eğitimleri (Diğer)

Dergi: Kuramsal Eğitimbilim Dergisi Vol.18 Issue 2, pp.255-279

Belge Tipi: Makale

Yayın Tarihi: 4/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001345640

pISSN: 1308-1659

Sayı

Yazarlar:

Fatma Nur Aktaş

Yayıncı:

Afyon Kocatepe University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Kuramsal Eğitimbilim Dergisi Vol.18 Issue 2, pp.255-279

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001345640

pISSN:

1308-1659