Problem Posing in Out of School Learning Environments: Prospective Mathematics Teachers' Evaluations of the Process

Mustafa Zeki Aydoğdu; Ayşe Simge Aydoğdu

Makale detayları

Problem Posing in Out of School Learning Environments: Prospective Mathematics Teachers' Evaluations of the Process

Yazarlar:

Mustafa Zeki Aydoğdu | Ayşe Simge Aydoğdu

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 2, pp.1103-1120

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001349509

pISSN:

1303-0493

Anahtar kelimeler:

Özet:

 This study aimed to reveal the perspectives of prospective mathematics teachers regarding problem-posing in out of school learning environments. The study used a case study, which is one of the qualitative research methods. The research was conducted with forty prospective mathematics teachers studying at a state university in the Marmara region. Out of school learning activities were carried out in five different environments, with prospective teachers participating in the research. In these activities, the participants were asked to make measurements on real objects and create appropriate problems. After the activities were completed, semi-structured interviews were conducted with the prospective teachers to reveal their views. Content analysis was used to analyze the interview data. The findings of the study revealed that prospective teachers thought that out of school learning environments positively affected problem posing processes, that they had fun in problem posing activities, and that they found these activities useful. On the other hand, there are also participants who think that out of school learning environments create some difficulties in the problem posing process. These prospective teachers stated that being dependent on out of school learning environments while writing the data to be used in problem-posing and constructing the scenarios of the problems they constructed made the process difficult. As a result of the research, it was suggested that studies on problem posing in out of school learning environments should be increased.

 This study aimed to reveal the perspectives of prospective mathematics teachers regarding problem-posing in out of school learning environments. The study used a case study, which is one of the qualitative research methods. The research was conducted with forty prospective mathematics teachers studying at a state university in the Marmara region. Out of school learning activities were carried out in five different environments, with prospective teachers participating in the research. In these activities, the participants were asked to make measurements on real objects and create appropriate problems. After the activities were completed, semi-structured interviews were conducted with the prospective teachers to reveal their views. Content analysis was used to analyze the interview data. The findings of the study revealed that prospective teachers thought that out of school learning environments positively affected problem posing processes, that they had fun in problem posing activities, and that they found these activities useful. On the other hand, there are also participants who think that out of school learning environments create some difficulties in the problem posing process. These prospective teachers stated that being dependent on out of school learning environments while writing the data to be used in problem-posing and constructing the scenarios of the problems they constructed made the process difficult. As a result of the research, it was suggested that studies on problem posing in out of school learning environments should be increased.

 This study aimed to reveal the perspectives of prospective mathematics teachers regarding problem-posing in out of school learning environments. The study used a case study, which is one of the qualitative research methods. The research was conducted with forty prospective mathematics teachers studying at a state university in the Marmara region. Out of school learning activities were carried out in five different environments, with prospective teachers participating in the research. In these activities, the participants were asked to make measurements on real objects and create appropriate problems. After the activities were completed, semi-structured interviews were conducted with the prospective teachers to reveal their views. Content analysis was used to analyze the interview data. The findings of the study revealed that prospective teachers thought that out of school learning environments positively affected problem posing processes, that they had fun in problem posing activities, and that they found these activities useful. On the other hand, there are also participants who think that out of school learning environments create some difficulties in the problem posing process. These prospective teachers stated that being dependent on out of school learning environments while writing the data to be used in problem-posing and constructing the scenarios of the problems they constructed made the process difficult. As a result of the research, it was suggested that studies on problem posing in out of school learning environments should be increased.

 Bu çalışmada matematik öğretmen adaylarının okul dışı öğrenme ortamlarında problem kurmaya yönelik görüşlerinin ortaya çıkarılması amaçlanmıştır. Araştırmada nitel araştırma yöntemlerinden durum çalışması kullanılmıştır. Araştırma Marmara bölgesindeki bir devlet üniversitesine öğrenim gören kırk ilköğretim matematik öğretmen adayı ile yürütülmüştür. Araştırmaya katılan öğretmen adaylarıyla beş farklı ortamda okul dışı öğrenme etkinlikleri gerçekleştirilmiştir. Bu etkinliklerde katılımcıların gerçek nesneler üzerinden ölçümler yaparak bunlara uygun problemler oluşturmaları istenmiştir. Etkinlikler tamamlandıktan sonra öğretmen adaylarıyla görüşlerini ortaya çıkarmak amacıyla yarı yapılandırışmış görüşmeler yapılmıştır. Görüşmelerde elde edilen veriler içerik analizi ile analiz edilmiştir. Araştırmanın bulguları öğretmen adaylarının okul dışı öğrenme ortamlarının problem kurma süreçlerini olumlu yönde etkilediğini düşündüklerini, problem kurma etkinliklerinde eğlendiklerini, bu etkinlikleri faydalı bulduklarını ortaya çıkarmıştır. Bunun yanında okul dışı öğrenme ortamlarının problem kurma sürecinde bazı zorluklar yarattığını düşünen katılımcılar da bulunmaktadır. Bu öğretmen adayları problem kurarken kullanacakları verileri yazarken ve kurdukları problemlerin senaryolarını kurgularken okul dışı öğrenme ortamlarına bağlı kalmalarının süreci zorlaştırdığını ifade etmişlerdir. Araştırmanın sonucunda okul dışı öğrenme ortamlarında problem kurmaya yönelik çalışmaların arttırılması önerilmiştir.

Makale detayları

Problem Posing in Out of School Learning Environments: Prospective Mathematics Teachers' Evaluations of the Process

Yazarlar:

Mustafa Zeki Aydoğdu | Ayşe Simge Aydoğdu

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 2, pp.1103-1120

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001349509

pISSN:

1303-0493

Out-of-school learning environments

Problem posing

Prospective mathematics teachers.Okul dışı öğrenme ortamları

Problem kurma

Matematik öğretmen adayları.

Sayı

Makale detayları

Problem Posing in Out of School Learning Environments: Prospective Mathematics Teachers' Evaluations of the Process

Yazarlar: Mustafa Zeki Aydoğdu | Ayşe Simge Aydoğdu

Yayıncı: Bolu Abant Izzet Baysal University

Ana Başlıklar: Matematik Eğitimi

Dergi: Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 2, pp.1103-1120

Belge Tipi: Makale

Yayın Tarihi: 6/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001349509

pISSN: 1303-0493

Out-of-school learning environments

Problem posing

Prospective mathematics teachers.Okul dışı öğrenme ortamları

Problem kurma

Matematik öğretmen adayları.

Sayı

Yazarlar:

Mustafa Zeki Aydoğdu | Ayşe Simge Aydoğdu

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 2, pp.1103-1120

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001349509

pISSN:

1303-0493