Pre-service Middle School Mathematics Teachers’ Learning About Teaching Algebra Through Scripting Tasks

Dilek Girit Yıldız; Aslıhan Osmanoğlu

Makale detayları

Pre-service Middle School Mathematics Teachers’ Learning About Teaching Algebra Through Scripting Tasks

Yazarlar:

Dilek Girit Yıldız | Aslıhan Osmanoğlu

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.14 Issue 2, pp.1458-1488

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001302255

pISSN:

1308-8971

Anahtar kelimeler:

Özet:

 In this qualitative study, scripting tasks, one of the practice-based pedagogical approaches, was utilized in the development of pre-service mathematics teachers learning about teaching algebra. The participants were pre-service elementary mathematics teachers taking the Teaching Algebra course at the 3rd grade level. During the course, theoretical lectures were given and then the scenarios prepared by the researchers were given to the pre-service teachers and they were asked to complete them on the basis of teacher-student interaction. In the following process, it was aimed to complete the missing learning of the pre-service teachers through group discussions and individual revisions. The data were analyzed using content analysis based on the four components suggested by the conceptual framework of teacher learning. According to the findings, pre-service teachers generally adopted a student-centered vision. However, it was observed that most of them could not reflect their visions in their scenarios as they thought. The data obtained from group work showed that the tendency to create an environment in which students have more say, the teacher is a guide, and students discuss and explore with each other generally increased in all groups. In individual revisions, it was observed that pre-service teachers content and student knowledge and student-centered tendencies mostly increased. In the context of the application, it is thought that the the use of scripting tasks improves pre-service teachers learning and contributes to their preparation for the real classroom environment.

 In this qualitative study, scripting tasks, one of the practice-based pedagogical approaches, was utilized in the development of pre-service mathematics teachers learning about teaching algebra. The participants were pre-service elementary mathematics teachers taking the Teaching Algebra course at the 3rd grade level. During the course, theoretical lectures were given and then the scenarios prepared by the researchers were given to the pre-service teachers and they were asked to complete them on the basis of teacher-student interaction. In the following process, it was aimed to complete the missing learning of the pre-service teachers through group discussions and individual revisions. The data were analyzed using content analysis based on the four components suggested by the conceptual framework of teacher learning. According to the findings, pre-service teachers generally adopted a student-centered vision. However, it was observed that most of them could not reflect their visions in their scenarios as they thought. The data obtained from group work showed that the tendency to create an environment in which students have more say, the teacher is a guide, and students discuss and explore with each other generally increased in all groups. In individual revisions, it was observed that pre-service teachers content and student knowledge and student-centered tendencies mostly increased. In the context of the application, it is thought that the the use of scripting tasks improves pre-service teachers learning and contributes to their preparation for the real classroom environment.

 In this qualitative study, scripting tasks, one of the practice-based pedagogical approaches, was utilized in the development of pre-service mathematics teachers learning about teaching algebra. The participants were pre-service elementary mathematics teachers taking the Teaching Algebra course at the 3rd grade level. During the course, theoretical lectures were given and then the scenarios prepared by the researchers were given to the pre-service teachers and they were asked to complete them on the basis of teacher-student interaction. In the following process, it was aimed to complete the missing learning of the pre-service teachers through group discussions and individual revisions. The data were analyzed using content analysis based on the four components suggested by the conceptual framework of teacher learning. According to the findings, pre-service teachers generally adopted a student-centered vision. However, it was observed that most of them could not reflect their visions in their scenarios as they thought. The data obtained from group work showed that the tendency to create an environment in which students have more say, the teacher is a guide, and students discuss and explore with each other generally increased in all groups. In individual revisions, it was observed that pre-service teachers content and student knowledge and student-centered tendencies mostly increased. In the context of the application, it is thought that the the use of scripting tasks improves pre-service teachers learning and contributes to their preparation for the real classroom environment.

 Bu nitel çalışmada, matematik öğretmen adaylarının cebir öğretimine yönelik öğrenmelerinin gelişiminde uygulamaya dayalı pedagojik yaklaşımlardan biri olan senaryo tamamlama uygulamasından yararlanılmıştır. Katılımcıları 3. sınıf seviyesinde Cebir Öğretimi dersini alan ilköğretim matematik öğretmeni adayları oluşturmaktadır. Ders sürecinde teorik konu anlatımları gerçekleştirilmiş ve ardından araştırmacılar tarafından hazırlanan senaryolar öğretmen adaylarına verilerek bunların öğretmen-öğrenci etkileşimi temelinde tamamlanmaları istenmiştir. Takip eden süreçte grup tartışmaları ve bireysel revizyonlarla öğretmen adaylarının eksik öğrenmelerini tamamlamaları hedeflenmiştir. Veriler içerik analizi kullanılarak öğretmen öğrenmesi kavramsal çerçevesinin önerdiği dört bileşen temel alınarak analiz edilmiştir. Bulgulara göre, öğretmen adayları genellikle öğrenci merkezli vizyonu benimsemiştir. Ancak çoğunun vizyonlarını düşündükleri şekilde senaryolarına yansıtamadıkları görülmüştür. Grup çalışmalarından elde edilen veriler, öğrenciye daha fazla söz hakkı tanıyan, öğretmenin rehber konumunda olduğu, öğrencilerin birbiriyle tartıştığı ve keşfettiği bir ortam oluşturma eğilimlerinin genel olarak tüm gruplarda arttığını göstermiştir. Bireysel revizyonlarda öğretmen adaylarının alan ve öğrenci bilgilerinin ve öğrenci merkezli eğilimlerinin çoğunlukla arttığı görülmüştür. Uygulama bağlamında senaryo tamamlama sürecinin, öğretmen adaylarının öğrenmelerini geliştirdiği ve gerçek sınıf ortamına hazırlanmalarına katkı sağladığı düşünülmektedir.

Makale detayları

Pre-service Middle School Mathematics Teachers’ Learning About Teaching Algebra Through Scripting Tasks

Yazarlar:

Dilek Girit Yıldız | Aslıhan Osmanoğlu

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.14 Issue 2, pp.1458-1488

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001302255

pISSN:

1308-8971

scripting task

algebra teaching

pre-service mathematics teachers

teacher learningsenaryo tamamlama uygulaması

cebir öğretimi

matematik öğretmen adayları

öğretmen öğrenmesi

Sayı

Makale detayları

Yazarlar: Dilek Girit Yıldız | Aslıhan Osmanoğlu

Yayıncı: Dokuz Eylul University

Ana Başlıklar: Alan Eğitimleri (Diğer)

Dergi: Batı Anadolu Eğitim Bilimleri Dergisi Vol.14 Issue 2, pp.1458-1488

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001302255

pISSN: 1308-8971

Sayı

Yazarlar:

Dilek Girit Yıldız | Aslıhan Osmanoğlu

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.14 Issue 2, pp.1458-1488

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001302255

pISSN:

1308-8971