Yıl 2010,
Cilt: 34 Sayı: 2, 40 - 46, 13.01.2011
Öz
Bu çalışmanın amacı, Ankara'da bulunan üniversitelerden birinde yürütülen bir projede kullanılan "yazma" tekniği ile ilgili ortaöğretim matematik öğretmen adaylarının görüşlerini incelemektir. Bunun için 6 tane matematik aday öğretmenin katıldığı 4 oturum düzenlenmiştir. Oturumlarda matematik problemleri çözme ile birlikte dört farklı yazma tekniği kullanılmıştır. Tüm oturumların sonunda katılımcılardan yazma tekniği ile ilgili bir kompozisyon yazmaları istenmiştir. Veriler, süreç boyunca kayıt edilen video görüntüleri ve kompozisyon ile toplanmıştır. Bulgulardan bazıları, bu tekniğin öğretmen adaylarının kendilerini tanımalarına yardım ettiğini, öğretmenlerin bir öğretim aracı ve değerlendirme aracı olarak bu tekniği kullanabileceği yönündedir.
Anahtar Kelimeler: problem çözme, yazma tekniği, öğretmen adayları
The Views of Preservice Secondary Mathematics Teachers about Use of "Writing" Technique
The aim of this study is to investigate the views of preservice secondary mathematics teachers about the "writing" technique which was used in a project conducted at one of university in Ankara. In order to reach this aim, six prospective mathematics teachers were attended to four sessions in which four different writing techniques were used with mathematical problem solving. After all sessions, it was asked them to write a composition on writing technique. Data was obtained from video tape anDthe composition. Some of the findings revealed that this technique helped preservice teachers to recognize themselves and were used by teachers as an instruction tool, and an assessment tool.
Keywords: problem solving, writing techniques, preservice teachers
Anahtar Kelimeler
Kaynakça
- Albert, L. R. (2000). Outside-in - inside-out: seventh-grade students’ mathematical thought processes. Educational Studies in Mathematics. 41, 109-141.
- Atasoy, E. (2005). Matematik öğretiminde yazmanin kullanilmasi. Yayınlanmamış Yüksek Lisans Tezi. Karadeniz Teknik Üniversitesi. Trabzon.
- Atasoy, E., Baki, A. & Atasoy, Ş. (2005). Matematik öğretiminde yazmanın kullanılmasına yönelik bir çalışma. XIV. Ulusal Eğitim Bilimleri Kongresi Pamukkale Üniversitesi Eğitim Fakültesi 28-30 Eylül 2005. Denizli.
- Baştürk, S. (2005). Üniversite matematik bölümü öğrencilerinin Türkiye’deki matematik eğitimi hakkindaki çağrişimlari: lise, dershane ve üniversite boyutunda. 1. Fen ve Matematik Öğretmenleri Sempozyumu, 05 Mart 2005, İstek Vakfı Okulları, İstanbul.
- Berkenkotter, C. (1982). Writing and problem solving. In A Young and T. Fulwiler (Eds.). The Language Connections: Writing and Reading Across the Curriculum, Urbana, II: National Council of Teachers of English, 33-44. Erişi Tarihi: 01.07.2006, http://wac.colostate.edu/books/language_connections/chapter3.pdf
- Biryukov, P.(2004). Metacognitive aspects of solving combinatorics problems. International Journal for mathematics teaching and learning March. Erişim Tarihi: 01. 07.2006, http://www.cimt.plymouth.ac.uk/journal/biryukov.pdf
- Denise, M. K. (1997). Using cooperative learning to improve reading and writing in mathematical problem solving. Reading &Writing Quaterly,10573569, 13(1).
- Dibello, L. C. (2001). Self regulated learning: The role of a journal in the learning process for students and teachers. Unpublished Doctoral Dissertation, Florida International University, Miami Florida.
- DiPillo, M. L. (1994). A quantitative/qualitative analysis of student journal writing in middle-grade mathematics classes. Unpublished Doctoral Dissertation, University of Akron.
- Dougiamas, M.(1999). Reading and writing for internet teaching. Erişim Tarihi: 03.05.2004, http://dougiamas.com/writing/readwrite.html
- Fortunato, I, Hecht, D., Title, C. K & Alvarez, L. (1991). Metacognition and problem Solving. The Arithmetic Teacher, 39(4), 38.
- Frank, M. (2001). Writing in math-should it have a home in today’s curriculums?. Analysis of Issues in Mathematics Education With Respect to The Mathematics Standards and Expectations of The NCTM and Achieve Final Projects From Edci 650 (Trends in Mathematics Education) University of Maryland.Fall, Semester. Erişim Tarihi: 02. 06.2004, http://www.math.umd.edu/~dac/650/frankpaper.html
- Frenkel, J. J. (2004). Writing effectiveness and mathematics performance. writing use and its effectiveness on high school students’ mathematics performance. Erişim Tarihi: 05. 06.2004, http://www.coehs.uwosh.edu/curr_inst/documents/Frenkel2004Fall.p df
- Freitag, M. (1997). Reading and writing in mathematics classroom. The Mathematics Educator, 8(1), 16-21.
- Goos M., Galbraith, P. and Renshaw, P. (2000). A money problem: a source of insight into problem-solving action. International Journal for Mathematics Teaching and Learning, April. Erişim Tarihi: 03.05.2004, http://www.intermep.orghttp://www.cimt.plymouth.ac.uk/journal/pgm oney.Pdf
- Hackbert, P. H. (1998) Team journal writing in the international entrepreneurship curriculum. Erişim Tarihi: 03.05.2004, http://www.usasbe.org/knowledge/proceedings/1998/04- Hackbert.PDF
- Human, P. W. (1992). The effects of process journal writing on learning in mathematics: A study of metacognitive. Unpublished Doctoral Dissertation, East Texas State University.
- Jurdak, M. &Zein, R.A. (1998). The effect of journal writing on achievement in and attitudes toward mathematics. School Science and Mathematics, 98(8), 412-419.
- Lynch, R.K. (2003). Implementing journal writing in the mathematics classroom: cases of the three middle school teachers. Unpublished Doctoral Dissertation. Indiana University.
- Phillips, E. &Crespo, S. (1996). Developing written communication in mathematics through math penpal letters. For the Learning of Mathematics, 16(1). 15-22. FLM Publishing Association, Vancouver, British Columbia, Canada.
- Porter, M. K. & Masingila, J. O. (2000). Examining the effects of writing on conceptual and procedural knowledge in calculus. Educational Studies in Mathematics, 42(2), 165-177.
- Pugalee, D.K. (2001). Writing, mathematics and metacognition: looking for connections through students’ work in mathematical problem solving. School Science and Mathematics, 101(5), 236–245.
- Pugalee, D.K. (2004). A comprasion of verbal and written descriptions of students’ problem solving processes. Educational Studies in Mathematics, 55, 27-47.
- Rice, C. (2004). How does using writing to teach math affect student math understanding? An exploration of metacognitive awareness in the mathematics classroom. Action Research Paper EDUG 522: Action Research For Teachers III. Spring. Erişim Tarihi: 17.05.2006, http://academic.georgefox.edu/~kcarr/mat/docs/studentwork/Action% 20Research.doc
- Rose, B.J. (1989). Using expressive writing to support the learning of mathematics’, Unpublished Doctoral dissertation, University of Rochester.
- Sallee, A. (1996). Children’s construction of knowledge about fractions through writing. Unpublished Doctoral Dissertation, Oklahoma State University, Stillwater.
- Shield, M. &Galbraith, P. (1998). The analysis of student expository writing in mathematics. Educational Studies in Mathematics, 36(1), 29-52.
- Song, S. H. (1997). Writing to understand in the math classroom. Unpublished Master Dissertation. Pacific Lutheran University.
- Yin, R.K. (2003). Case study research design and methods (3rd Edition). Thousand Oaks, Ca: Sage Publications.
- Waywood, A. (1992). Journal writing and learning mathematics. For the Learning of Mathematics, 12 (2), 34-40.
Yıl 2010,
Cilt: 34 Sayı: 2, 40 - 46, 13.01.2011
Öz
Bu çalışmanın amacı, Ankara’da bulunan üniversitelerden birinde yürütülen bir projede kullanılan “yazma” tekniği ile ilgili ortaöğretim matematik öğretmen adaylarının görüşlerini incelemektir. Bunun için 6 tane matematik aday öğretmenin katıldığı 4 oturum düzenlenmiştir. Oturumlarda matematik problemleri çözme ile birlikte dört farklı yazma tekniği kullanılmıştır. Tüm oturumların sonunda katılımcılardan yazma tekniği ile ilgili bir kompozisyon yazmaları istenmiştir. Veriler, süreç boyunca kayıt edilen video görüntüleri ve kompozisyon ile toplanmıştır. Bulgulardan bazıları, bu tekniğin öğretmen adaylarının kendilerini tanımalarına yardım ettiğini, öğretmenlerin bir öğretim aracı ve değerlendirme aracı olarak bu tekniği kullanabileceği yönündedir
Anahtar Kelimeler
Kaynakça
- Albert, L. R. (2000). Outside-in - inside-out: seventh-grade students’ mathematical thought processes. Educational Studies in Mathematics. 41, 109-141.
- Atasoy, E. (2005). Matematik öğretiminde yazmanin kullanilmasi. Yayınlanmamış Yüksek Lisans Tezi. Karadeniz Teknik Üniversitesi. Trabzon.
- Atasoy, E., Baki, A. & Atasoy, Ş. (2005). Matematik öğretiminde yazmanın kullanılmasına yönelik bir çalışma. XIV. Ulusal Eğitim Bilimleri Kongresi Pamukkale Üniversitesi Eğitim Fakültesi 28-30 Eylül 2005. Denizli.
- Baştürk, S. (2005). Üniversite matematik bölümü öğrencilerinin Türkiye’deki matematik eğitimi hakkindaki çağrişimlari: lise, dershane ve üniversite boyutunda. 1. Fen ve Matematik Öğretmenleri Sempozyumu, 05 Mart 2005, İstek Vakfı Okulları, İstanbul.
- Berkenkotter, C. (1982). Writing and problem solving. In A Young and T. Fulwiler (Eds.). The Language Connections: Writing and Reading Across the Curriculum, Urbana, II: National Council of Teachers of English, 33-44. Erişi Tarihi: 01.07.2006, http://wac.colostate.edu/books/language_connections/chapter3.pdf
- Biryukov, P.(2004). Metacognitive aspects of solving combinatorics problems. International Journal for mathematics teaching and learning March. Erişim Tarihi: 01. 07.2006, http://www.cimt.plymouth.ac.uk/journal/biryukov.pdf
- Denise, M. K. (1997). Using cooperative learning to improve reading and writing in mathematical problem solving. Reading &Writing Quaterly,10573569, 13(1).
- Dibello, L. C. (2001). Self regulated learning: The role of a journal in the learning process for students and teachers. Unpublished Doctoral Dissertation, Florida International University, Miami Florida.
- DiPillo, M. L. (1994). A quantitative/qualitative analysis of student journal writing in middle-grade mathematics classes. Unpublished Doctoral Dissertation, University of Akron.
- Dougiamas, M.(1999). Reading and writing for internet teaching. Erişim Tarihi: 03.05.2004, http://dougiamas.com/writing/readwrite.html
- Fortunato, I, Hecht, D., Title, C. K & Alvarez, L. (1991). Metacognition and problem Solving. The Arithmetic Teacher, 39(4), 38.
- Frank, M. (2001). Writing in math-should it have a home in today’s curriculums?. Analysis of Issues in Mathematics Education With Respect to The Mathematics Standards and Expectations of The NCTM and Achieve Final Projects From Edci 650 (Trends in Mathematics Education) University of Maryland.Fall, Semester. Erişim Tarihi: 02. 06.2004, http://www.math.umd.edu/~dac/650/frankpaper.html
- Frenkel, J. J. (2004). Writing effectiveness and mathematics performance. writing use and its effectiveness on high school students’ mathematics performance. Erişim Tarihi: 05. 06.2004, http://www.coehs.uwosh.edu/curr_inst/documents/Frenkel2004Fall.p df
- Freitag, M. (1997). Reading and writing in mathematics classroom. The Mathematics Educator, 8(1), 16-21.
- Goos M., Galbraith, P. and Renshaw, P. (2000). A money problem: a source of insight into problem-solving action. International Journal for Mathematics Teaching and Learning, April. Erişim Tarihi: 03.05.2004, http://www.intermep.orghttp://www.cimt.plymouth.ac.uk/journal/pgm oney.Pdf
- Hackbert, P. H. (1998) Team journal writing in the international entrepreneurship curriculum. Erişim Tarihi: 03.05.2004, http://www.usasbe.org/knowledge/proceedings/1998/04- Hackbert.PDF
- Human, P. W. (1992). The effects of process journal writing on learning in mathematics: A study of metacognitive. Unpublished Doctoral Dissertation, East Texas State University.
- Jurdak, M. &Zein, R.A. (1998). The effect of journal writing on achievement in and attitudes toward mathematics. School Science and Mathematics, 98(8), 412-419.
- Lynch, R.K. (2003). Implementing journal writing in the mathematics classroom: cases of the three middle school teachers. Unpublished Doctoral Dissertation. Indiana University.
- Phillips, E. &Crespo, S. (1996). Developing written communication in mathematics through math penpal letters. For the Learning of Mathematics, 16(1). 15-22. FLM Publishing Association, Vancouver, British Columbia, Canada.
- Porter, M. K. & Masingila, J. O. (2000). Examining the effects of writing on conceptual and procedural knowledge in calculus. Educational Studies in Mathematics, 42(2), 165-177.
- Pugalee, D.K. (2001). Writing, mathematics and metacognition: looking for connections through students’ work in mathematical problem solving. School Science and Mathematics, 101(5), 236–245.
- Pugalee, D.K. (2004). A comprasion of verbal and written descriptions of students’ problem solving processes. Educational Studies in Mathematics, 55, 27-47.
- Rice, C. (2004). How does using writing to teach math affect student math understanding? An exploration of metacognitive awareness in the mathematics classroom. Action Research Paper EDUG 522: Action Research For Teachers III. Spring. Erişim Tarihi: 17.05.2006, http://academic.georgefox.edu/~kcarr/mat/docs/studentwork/Action% 20Research.doc
- Rose, B.J. (1989). Using expressive writing to support the learning of mathematics’, Unpublished Doctoral dissertation, University of Rochester.
- Sallee, A. (1996). Children’s construction of knowledge about fractions through writing. Unpublished Doctoral Dissertation, Oklahoma State University, Stillwater.
- Shield, M. &Galbraith, P. (1998). The analysis of student expository writing in mathematics. Educational Studies in Mathematics, 36(1), 29-52.
- Song, S. H. (1997). Writing to understand in the math classroom. Unpublished Master Dissertation. Pacific Lutheran University.
- Yin, R.K. (2003). Case study research design and methods (3rd Edition). Thousand Oaks, Ca: Sage Publications.
- Waywood, A. (1992). Journal writing and learning mathematics. For the Learning of Mathematics, 12 (2), 34-40.
Toplam 30 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Bölüm | Articles |
| Yazarlar | |
| Yayımlanma Tarihi | 13 Ocak 2011 |
| Yayımlandığı Sayı | Yıl 2010Cilt: 34 Sayı: 2 |
Bu eser Creative Commons Atıf-GayriTicari 4.0 Uluslararası Lisansı ile lisanslanmıştır.