Öğrenme Rotaları Temelli Öğretimde Öğretmen Adaylarının Matematiksel Alan Bilgilerini Yeniden Yapılandırmaları

Zuhal Yılmaz, Çiğdem Haser

Öz


Çalışmanın amacı sınıf öğretmeni adaylarının eşpaylaşım konusu ile ilgili matematiksel alan bilgilerini (MAB) öğrenme rotaları temelli bir öğretim ortamında nasıl yeniden yapılandırdıklarını incelemektir. Bu bağlamda dokuz öğretmen adayı ile bir öğretim deneyi eşpaylaşım öğrenme rotası kullanılarak gerçekleştirilmiştir. Çalışmanın bulguları, adayların mevcut kavram yanılgı ve hatalarını düzelttiklerini ve bu yanılgı ve hataların altında yatan sebepleri açığa çıkardıklarını ortaya koymaktadır. Aynı zamanda, adayların doğru matematiksel sonuçların neden doğru olduklarını da irdeledikleri ve etkinliklerde farklı matematiksel stratejileri ve gösterimleri kullandıkları, ve kendilerinin ve diğer adayların matematiksel stratejilerini derinlemesine irdelerken doğru matematiksel terminolojileri kullandıkları gözlenmiştir. Bu bulgular, adayların MABlerinin öğretim deneyi başına kıyasla geliştiğini göstermektedir. Bu gelişmenin nasıl bir örüntü içerisinde gerçekleştiği yeniden yapılandırma eylemleri olarak kodlanmıştır. Çalışmanın sonuçları, adayların MABlerini yeniden yapılandırma eylemleri  için gelişmekte olan bir çerçeveyi ortaya koymaktadır. Bu çerçeve, adayların MABlerini yedi farklı eylem ile yeniden yapılandırdıklarını göstermektedir. Bu eylemler Genel Alan Bilgisini, Özel Alan Bilgisini ve Yatay Alan Bilgisini yapılandırma eylemleri olarak alt kategorilerde ele alınmaktadır. 


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