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İlköğretim Matematik Öğretmenlerinin Kesirlerde Toplama İşleminde Problem Kurmayı Kullanmaya İlişkin Görüşleri

The Views of Elementary Mathematics Teachers about Using Problem Posing for Addition of Fractions

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Abstract (2. Language): 
The identification of the viewpoints of teachers on problem posing and their views on the application process may contribute to studies to be conducted for eliminating the shortcomings that might appear. Within this scope, this study aims at identifying the viewpoints of elementary mathematics teachers on problem posing method for addition of fractions and the application process of this method in the classroom. The study was conducted with the participation of ten elementary school mathematics teachers working in the Erzurum county center during the spring semester of the 2011 -2012 academic year. Case study method that is among the qualitative research approaches was used in the study. The data were collected using three open-ended questions about problem posing. The obtained data were analyzed by using the categorical analysis technique of the content analysis type. The study findings suggested that, generally, teachers had positive viewpoints on the inclusion of problem posing for addition operations with fractions. However, they had a limited understanding of the problem posing application in a classroom environment.
Abstract (Original Language): 
Öğretmenlerin problem kurmaya yönelik bakış açıları ve uygulama sürecine yönelik görüşlerinin belirlenmesi ortaya çıkabilecek eksikliklerin giderilmesine yönelik yapılabilecek çalışmalara katkı sağlayabilecektir. Bu bağlamda çalışmada, ilköğretim matematik öğretmenlerinin kesirlerde toplama işleminde problem kurma yöntemine ve bu yöntemin uygulama sürecine yönelik görüşlerinin belirlenmesi amaçlanmıştır. Çalışma, 2011-2012 eğitim-öğretim yılı bahar döneminde Erzurum il merkezinde görev yapan on ilköğretim matematik öğretmeni ile yürütülmüştür. Çalışmada, nitel araştırma yaklaşımları içerisinde yer alan durum çalışması yöntemi kullanılmıştır. Veriler üç açık-uçlu sorudan oluşan görüşme formu kullanılarak toplanmıştır. Elde edilen veriler, içerik analiz türleri içerisinde yer alan kategorisel analiz tekniği kullanılarak çözümlenmiştir. Çalışmanın bulguları genel olarak öğretmenlerin kesirlerde toplama işlemine yönelik problem kurmaya yer verilmesi noktasında olumlu görüşlere sahip olduklarını buna karşın problem kurmanın ders ortamlarında uygulanmasına yönelik sınırlı bir anlayışa sahip olduklarını ortaya koymuştur.

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