An Investigation of Secondary School Mathematics Teachers' Approaches to Skill-Based Questions

Hakan Uzun; Gülay Agaç

Makale detayları

An Investigation of Secondary School Mathematics Teachers' Approaches to Skill-Based Questions

Yazarlar:

Hakan Uzun | Gülay Agaç

Yayıncı:

Inonu University

Dergi:

İnönü Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 1, pp.57-78

Belge Tipi:

Makale

Yayın Tarihi:

5/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001289697

pISSN:

1300-2899

Anahtar kelimeler:

Özet:

 This study aims to examine secondary school mathematics teachers approaches related to new-generation mathematics questions. For this purpose, a data collection tool, which includes six open-ended questions, was created by the researcher and a field expert after taking the experts opinion. The participant group of the study consists of 208 secondary school mathematics teachers working in secondary schools, which are affiliated with the Ministry of National Education, in Gaziantep city center, districts, and villages in the 2019-2020 academic year. Participants were determined based on convenience sampling and voluntariness. The data collection tool was sent to the math teachers WhatsApp groups via a Google form, and the participants were asked to answer the data collection tool. The research was designed with qualitative description, and the data obtained from the research study were subjected to content analysis to form codes and categories. As a result of the research study, focusing on the formal feature of the questions, some of the teachers conceptualized the questions structurally, but the participants focusing on the content of the questions predominantly conceptualized them as skills-based questions that enable conceptual and procedural learning. However, some of the participants drew attention to the length of these questions and emphasized that these questions were extremely difficult. On the other hand, it was strongly emphasized that new-generation mathematics questions improve students skills and teach them mathematical skills.

 This study aims to examine secondary school mathematics teachers approaches related to new-generation mathematics questions. For this purpose, a data collection tool, which includes six open-ended questions, was created by the researcher and a field expert after taking the experts opinion. The participant group of the study consists of 208 secondary school mathematics teachers working in secondary schools, which are affiliated with the Ministry of National Education, in Gaziantep city center, districts, and villages in the 2019-2020 academic year. Participants were determined based on convenience sampling and voluntariness. The data collection tool was sent to the math teachers WhatsApp groups via a Google form, and the participants were asked to answer the data collection tool. The research was designed with qualitative description, and the data obtained from the research study were subjected to content analysis to form codes and categories. As a result of the research study, focusing on the formal feature of the questions, some of the teachers conceptualized the questions structurally, but the participants focusing on the content of the questions predominantly conceptualized them as skills-based questions that enable conceptual and procedural learning. However, some of the participants drew attention to the length of these questions and emphasized that these questions were extremely difficult. On the other hand, it was strongly emphasized that new-generation mathematics questions improve students skills and teach them mathematical skills.

 This study aims to examine secondary school mathematics teachers approaches related to new-generation mathematics questions. For this purpose, a data collection tool, which includes six open-ended questions, was created by the researcher and a field expert after taking the experts opinion. The participant group of the study consists of 208 secondary school mathematics teachers working in secondary schools, which are affiliated with the Ministry of National Education, in Gaziantep city center, districts, and villages in the 2019-2020 academic year. Participants were determined based on convenience sampling and voluntariness. The data collection tool was sent to the math teachers WhatsApp groups via a Google form, and the participants were asked to answer the data collection tool. The research was designed with qualitative description, and the data obtained from the research study were subjected to content analysis to form codes and categories. As a result of the research study, focusing on the formal feature of the questions, some of the teachers conceptualized the questions structurally, but the participants focusing on the content of the questions predominantly conceptualized them as skills-based questions that enable conceptual and procedural learning. However, some of the participants drew attention to the length of these questions and emphasized that these questions were extremely difficult. On the other hand, it was strongly emphasized that new-generation mathematics questions improve students skills and teach them mathematical skills.

 Bu araştırmanın amacı yeni nesil matematik sorularına ilişkin ortaokul matematik öğretmenlerinin yaklaşımlarının incelenmesidir. Bu amaç doğrultusunda araştırmacı ve bir alan uzmanı tarafından altı adet açık uçlu sorunun yer aldığı veri toplama aracı uzman görüşü alınarak oluşturulmuştur. Araştırmanın katılımcı grubunu 2019-2020 eğitim öğretim yılında Gaziantep il merkezi, ilçeleri ve köylerinde MEBe bağlı ortaokullarda görev yapan 208 ortaokul matematik öğretmeni oluşturmaktadır. Katılımcılar kolay erişilebilirlik ve gönüllük esasına dayalı olarak belirlenmiştir. Veri toplama aracı zümre whatsapp gruplarına Google form aracılığıyla gönderilerek katılımcıların veri toplama aracını cevaplamaları istenmiştir. Araştırma nitel betimsel olarak desenlenmiştir. Araştırmadan elde edilen veriler içerik analizine tabi tutularak kod ve kategoriler oluşturulmuştur. Araştırma sonucunda öğretmenlerin bir kısmının soruların dış görünüşüne odaklanarak bu soruları yapısal  şekilsel olarak ele aldıkları tespit edilmiştir. Öğretmenlerin diğer kısmının ise ağırlıklı olarak bu soruları; beceri temelli olan ve kavramsal ve işlemsel öğrenmeyi sağlayan sorular olarak kavramsallaştırdıkları görülmüştür. Bununla beraber katılımcıların bir kısmı bu soruların uzunluğuna dikkat çekerek bu soruların aşırı zor olduğuna vurgu yapmıştır. Diğer taraftan yeni nesil matematik sorularının öğrencilerin becerilerini geliştirdiği ve öğrencilere becerileri kazandırdığı ağırlıklı olarak vurgulanmıştır.

Makale detayları

An Investigation of Secondary School Mathematics Teachers' Approaches to Skill-Based Questions

Yazarlar:

Hakan Uzun | Gülay Agaç

Yayıncı:

Inonu University

Dergi:

İnönü Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 1, pp.57-78

Belge Tipi:

Makale

Yayın Tarihi:

5/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001289697

pISSN:

1300-2899

New-generation mathematics questions

Central Exams

Skill based questionsyeni nesil matematik soruları

merkezi sınavlar

beceri temelli sorular

Sayı

Makale detayları

An Investigation of Secondary School Mathematics Teachers' Approaches to Skill-Based Questions

Yazarlar: Hakan Uzun | Gülay Agaç

Yayıncı: Inonu University

Dergi: İnönü Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 1, pp.57-78

Belge Tipi: Makale

Yayın Tarihi: 5/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001289697

pISSN: 1300-2899

New-generation mathematics questions

Central Exams

Skill based questionsyeni nesil matematik soruları

merkezi sınavlar

beceri temelli sorular

Sayı

Yazarlar:

Hakan Uzun | Gülay Agaç

Yayıncı:

Inonu University

Dergi:

İnönü Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 1, pp.57-78

Belge Tipi:

Makale

Yayın Tarihi:

5/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001289697

pISSN:

1300-2899