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SINIF ÖĞRETMENLERİNİN PROBLEM KURMA ETKİNLİKLERİ İLE İLGİLİ OLARAK YAŞADIKLARI SORUNLAR VE BU SORUNLARA YÖNELİK ÇÖZÜM ÖNERİLERİ: PEDAGOJİK ENGELLERİN ORTADAN KALDIRILMASI

DETERMINATION ISSUES THAT PRIMARY TEACHERS ENCOUNTERED DURING PROBLEM POSING ACTIVITIES AND THEIR SOLUTION SUGGESTIONS: ELIMINATING PEDAGOGIC OBSTACLES

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Abstract (2. Language): 
Problem posing is one of the most important mathematical activities in mathematics education in primary schools as such posing problems allow both the students and teachers to gain benefits. The purpose of this study is to discover issues faced by primary teachers during problem posing applications in mathematics courses as well as determining solutions to these issues in primary schools. The data was collected using a questionnaire that consisted of two open-ended questions. A total of 352 teachers working in 24 primary schools participated in the study. The data was analyzed both using content and descriptive analyses methods. According to the results of the study it can be concluded that primary teachers experience both student-oriented and non-student-oriented issues, with the majority of the issues being student-oriented. Some of the primary teachers stated that they did not experience any issues related to problem-posing activities and some of them declared irrelevant issues. Teachers declared suggestios related to issues that they faced.
Abstract (Original Language): 
Problem kurma matematik eğitiminde yer alan ve hem öğrencilere, hem de öğretmenlere katkıları olan önemli bir matematiksel etkinliktir. Bu çalışmanın amacı, sınıf öğretmenlerinin problem kurma etkinlikleri sırasında ne tür sorunlarla karşılaştıklarını ve bu sorunlara yönelik çözüm önerilerinin neler olduğunu araştırmaktır. Bu amaç doğrultusunda veriler iki açık-uçlu sorudan oluşan anket aracılığıyla toplanmıştır. 24 ilköğretim okulunda görev yapan sınıf öğretmenleri çalışmaya katılmış olup, toplam 352 sınıf öğretmenine açık uçlu anket uygulanmıştır. Araştırmadan elde edilen veriler, içerik ve betimsel analiz tekniği ile analiz edilmiştir. Araştırmadan elde edilen sonuçlara bakıldığında, öğretmenlerin belirttikleri sorunların, öğrenci merkezli olan ve olmayan olmasının yanı sıra, bazı öğretmenler problem kurma ile ilgili herhangi bir sorunla karşılaşmadıklarını belirtirlerken, bazıları da problem kurma ile ilgisi olmayan sorunlara değinmişlerdir. Öğretmenler problem kurma ile ilgili belirttikleri sorunlara yönelik çözüm önerileri de geliştirmişlerdir.

REFERENCES

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