Matematik dersinde değerler eğitimine yönelik ortaokul matematik öğretmenlerinin görüşlerinin incelenmesi
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Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Siirt Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, matematik dersinde değerler eğitimine yönelik ortaokul matematik öğretmenlerinin görüşlerinin incelenmesidir. Bu doğrultuda ortaokul matematik öğretmenlerinin değerler eğitimi bağlamında; Matematik Dersi Öğretim Programı (MDÖP), ortaokul matematik ders kitabı ve gerçekleştirilen öğretim hakkındaki görüşlerinin incelenmesi amaçlanmaktadır. Bu araştırmada, nitel araştırma yöntemlerinden durum çalışması kullanılmıştır. Araştırmanın çalışma grubu basit seçkisiz örnekleme yöntemi ile 2020-2021 eğitim öğretim yılında Batman ili merkez ilçesindeki resmi ortaokullarda görev yapan 20 matematik öğretmeninden oluşmaktadır. Bu araştırmada veri toplama aracı olarak yarı yapılandırılmış görüşme metodu uygulanmıştır. Araştırmada elde edilen verilerin analizinde içerik analizi yöntemi kullanılmıştır. Araştırma sonucunda MDÖP'de değerler eğitimine az yer verilmesi öğretmenlerin matematik dersinde değerler eğitimine yer verme düzeyini olumsuz etkilediği tespit edilmiştir. Öğretmenlerin, MDÖP'de değerler eğitimi konusuna daha geniş yer verilmesini ve öğrencilerin akademik başarılarının yanında öğrencilerde genel eğitimsel değerlerin de oluşmasını sağlayacak şekilde kendilerine rehberlik edilmesini bekledikleri sonucuna ulaşılmıştır. Matematik ders kitaplarında matematiksel kazanımlarla ilgili problemlere yer verildiği, değer içeren etkinlik ve problemlere yeteri kadar yer verilmediği tespit edilmiştir. Matematik ders kitaplarında değer içerikli etkinlik ve problemlerin olmasını, günlük hayat ile ilgili etkinlik ve problemlerin sayısının artırılması gerektiği sonucuna ulaşılmıştır. Genel eğitimsel değerleri benimsemiş bireylerin yetiştirilmesinde matematik dersinin değerler ile ilişkilendirilmesinin gerekliliği tespit edilmiştir. Öğretmenlerin matematik dersinde değerler eğitimi ile ilgili kök değerleri en çok günlük hayat problemleri ile ilgili içeriklerde kullandıkları belirlenmiştir. MDÖP ve matematik ders kitaplarının değer eğitimi açısından yetersizliği, öğrenci velileri ve okul idaresinin öğrencilerin akademik başarılarına odaklanması, MDÖP'nin değer eğitimine zaman ayıramayacak kadar geniş olması ve değerler eğitimi ile ilgili hizmet öncesi ve hizmet içi eğitim almamış olmaları öğretmenlerin matematiği değerler ile ilişkilendirmede yaşadıkları zorluklar olarak belirlenmiştir.
The aim of this research is to examine the views of secondary school mathematics teachers on values education in mathematics lessons. In this respect, it is aimed to examine their thoughts on the Mathematics Lesson Curriculum (MLC), the secondary school mathematics course book and the teaching carried out in the context of values education by secondary school mathematics teachers. Case study which is one of the qualitative research methods was used in this study. The universe of the research consists of mathematics teachers working in public secondary schools in the central district of Batman province in 2020-2021 academic year. The sample was formed from twenty mathematic teachers selected from this universe by simple random sampling. Semi-structured interview method was used as data collection tool in this study. Content analysis method was used in the analysis of the data obtained in the research. As a result of the research, it was identified that the fact that insufficient inclusion of values education in MLC adversely affected the level of teachers to include values education in mathematics lessons. It has also been concluded that the teachers expect the issue of values education to be given a broader coverage in MLC and to be guided in a way that will ensure the formation of general educational values in the students as well as the academic achievement of the students. It has been found that while problems related to mathematical objectives are included in mathematics course books, activities and problems possessing value are not adequately included. It has been concluded that there needs to be activities and problems having value content and the number of activities and problems related to daily life need to be increased in mathematics course books. The necessity of associating the mathematics course with values in raising individuals who have adopted general educational values was also specified. It was also found that the teachers mostly used root values related to values education in the content related to daily life problems in the mathematics lesson. The inadequacy of MLC and mathematics course books in terms of values education, the parents and school administration's focus on the academic achievement of students, the fact that MLC is extensive to include values education, and the fact that they have not received pre-service and in-service training on values education have been found out as the difficulties in associating mathematics with values experienced by teachers.
The aim of this research is to examine the views of secondary school mathematics teachers on values education in mathematics lessons. In this respect, it is aimed to examine their thoughts on the Mathematics Lesson Curriculum (MLC), the secondary school mathematics course book and the teaching carried out in the context of values education by secondary school mathematics teachers. Case study which is one of the qualitative research methods was used in this study. The universe of the research consists of mathematics teachers working in public secondary schools in the central district of Batman province in 2020-2021 academic year. The sample was formed from twenty mathematic teachers selected from this universe by simple random sampling. Semi-structured interview method was used as data collection tool in this study. Content analysis method was used in the analysis of the data obtained in the research. As a result of the research, it was identified that the fact that insufficient inclusion of values education in MLC adversely affected the level of teachers to include values education in mathematics lessons. It has also been concluded that the teachers expect the issue of values education to be given a broader coverage in MLC and to be guided in a way that will ensure the formation of general educational values in the students as well as the academic achievement of the students. It has been found that while problems related to mathematical objectives are included in mathematics course books, activities and problems possessing value are not adequately included. It has been concluded that there needs to be activities and problems having value content and the number of activities and problems related to daily life need to be increased in mathematics course books. The necessity of associating the mathematics course with values in raising individuals who have adopted general educational values was also specified. It was also found that the teachers mostly used root values related to values education in the content related to daily life problems in the mathematics lesson. The inadequacy of MLC and mathematics course books in terms of values education, the parents and school administration's focus on the academic achievement of students, the fact that MLC is extensive to include values education, and the fact that they have not received pre-service and in-service training on values education have been found out as the difficulties in associating mathematics with values experienced by teachers.
Açıklama
Fen Bilimleri Enstitüsü, Matematik ve Fen Bilimleri Eğitimi Ana Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
