Determining the Perceptions of First Year Students of the Department of Mathematics Education towards Face-to-Face Mathematics Lessons through Metaphors

Damla Sönmez; Gül Kaleli Yılmaz

Makale detayları

Determining the Perceptions of First Year Students of the Department of Mathematics Education towards Face-to-Face Mathematics Lessons through Metaphors

Yazarlar:

Damla Sönmez | Gül Kaleli Yılmaz

Yayıncı:

Ordu University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi Vol.13 Issue 3, pp.3143-3162

Belge Tipi:

Makale

Yayın Tarihi:

11/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001302871

pISSN:

1309-9302

Anahtar kelimeler:

Özet:

 The aim of this study is to determine the perceptions of first-year primary school mathematics teacher education department students who took courses with distance education during the Covid-19 process towards face-to-face mathematics lessons through visual metaphors. For this purpose, phenomonographic research method was used in the study. The sample of the study consists of 31 students. Typical situation sampling was selected from the sampling methods for sampling purposes. In the study, metaphorical perception form was used as a data collection tool. In this form, students were asked to make a drawing for face-to-face mathematics lessons and to explain this drawing in writing. The findings obtained from the research were analyzed by content analysis method and categories were created by combining similar metaphor codes. As a result of the analyzes, it was seen that the metaphors created were collected in the categories of educational process and emotions. From both metaphor drawings and explanations, it was found that students had a positive perception of face-to-face education. It is understood that the students are active in the face-to-face education process, they can ask questions comfortably and produce different solutions, so the lessons are efficient. In the light of the results obtained, suggestions were presented to researchers who want to work in this field.

 The aim of this study is to determine the perceptions of first-year primary school mathematics teacher education department students who took courses with distance education during the Covid-19 process towards face-to-face mathematics lessons through visual metaphors. For this purpose, phenomonographic research method was used in the study. The sample of the study consists of 31 students. Typical situation sampling was selected from the sampling methods for sampling purposes. In the study, metaphorical perception form was used as a data collection tool. In this form, students were asked to make a drawing for face-to-face mathematics lessons and to explain this drawing in writing. The findings obtained from the research were analyzed by content analysis method and categories were created by combining similar metaphor codes. As a result of the analyzes, it was seen that the metaphors created were collected in the categories of educational process and emotions. From both metaphor drawings and explanations, it was found that students had a positive perception of face-to-face education. It is understood that the students are active in the face-to-face education process, they can ask questions comfortably and produce different solutions, so the lessons are efficient. In the light of the results obtained, suggestions were presented to researchers who want to work in this field.

 The aim of this study is to determine the perceptions of first-year primary school mathematics teacher education department students who took courses with distance education during the Covid-19 process towards face-to-face mathematics lessons through visual metaphors. For this purpose, phenomonographic research method was used in the study. The sample of the study consists of 31 students. Typical situation sampling was selected from the sampling methods for sampling purposes. In the study, metaphorical perception form was used as a data collection tool. In this form, students were asked to make a drawing for face-to-face mathematics lessons and to explain this drawing in writing. The findings obtained from the research were analyzed by content analysis method and categories were created by combining similar metaphor codes. As a result of the analyzes, it was seen that the metaphors created were collected in the categories of educational process and emotions. From both metaphor drawings and explanations, it was found that students had a positive perception of face-to-face education. It is understood that the students are active in the face-to-face education process, they can ask questions comfortably and produce different solutions, so the lessons are efficient. In the light of the results obtained, suggestions were presented to researchers who want to work in this field.

 Bu çalışmanın amacı, Covid-19 sürecinde uzaktan eğitimle ders alan ilköğretim matematik öğretmenliği bölümü birinci sınıf öğrencilerinin yüz-yüze matematik derslerine yönelik algılarının görsel metaforlar yoluyla belirlenmesidir. Bu amaç doğrultusunda çalışmada fenomonografik araştırma yöntemi olgu bilim kullanılmıştır. Araştırmanın örneklemi 31 adet öğrenciden oluşmaktadır. Örneklem amaçlı örnekleme yöntemlerinden tipik durum örneklemesine göre seçilmiştir. Araştırmada veri toplama aracı olarak metaforik algı formu kullanılmıştır. Bu formda öğrencilerin, yüz-yüze matematik derslerine yönelik bir çizim yapmaları ve bu çizimi yazılı olarak açıklamaları istenmiştir. Araştırmadan elde edilen bulgular içerik analizi yöntemiyle analiz edilmiş ve benzer metafor kodları bir araya getirilerek kategoriler oluşturulmuştur. Yapılan analizler sonucunda oluşturulan metaforların eğitim süreci ve duygular kategorilerinde toplandığı görülmüştür. Hem metafor çizimlerinden hem de yapılan açıklamalardan, öğrencilerin yüz-yüze eğitime yönelik olumlu bir algıya sahip oldukları tespit edilmiştir. Öğrencilerin yüz-yüze eğitim sürecinde aktif oldukları, rahat soru sorabildikleri ve farklı çözüm yolları üretebildikleri bu nedenle derslerin verimli geçtiği anlaşılmıştır. Elde edilmiş olan sonuçlar ışığında bu alanda çalışma yapmak isteyen araştırmacılara öneriler sunulmuştur.

Makale detayları

Determining the Perceptions of First Year Students of the Department of Mathematics Education towards Face-to-Face Mathematics Lessons through Metaphors

Yazarlar:

Damla Sönmez | Gül Kaleli Yılmaz

Yayıncı:

Ordu University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi Vol.13 Issue 3, pp.3143-3162

Belge Tipi:

Makale

Yayın Tarihi:

11/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001302871

pISSN:

1309-9302

Face-to-face Education

Mathematics Lesson

Pre-service Teacher

StudentAlgı

Görsel Metafor

Matematik Dersi

Öğrenci

Yüz-Yüze Eğitim

Sayı

Makale detayları

Yazarlar: Damla Sönmez | Gül Kaleli Yılmaz

Yayıncı: Ordu University

Ana Başlıklar: Alan Eğitimleri

Dergi: Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi Vol.13 Issue 3, pp.3143-3162

Belge Tipi: Makale

Yayın Tarihi: 11/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001302871

pISSN: 1309-9302

Sayı

Yazarlar:

Damla Sönmez | Gül Kaleli Yılmaz

Yayıncı:

Ordu University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi Vol.13 Issue 3, pp.3143-3162

Belge Tipi:

Makale

Yayın Tarihi:

11/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001302871

pISSN:

1309-9302