Reflections from a Secondary School Mathematics Teacher’s Professional Development: Implementation the Skill of Noticing in Teaching Fractions
Öz
The skill of noticing
includes that involves the abilities to identify noteworthy situations in the
classroom, to interpret these situations, and to put forward suggestions on
what to do in these situations. This action research study reflects the process
in which a secondary school mathematics teacher activated her noticing skill
through the video recordings of her own teaching practices. The aim of the
study is to examine how the use of the noticing skill in her teaching
contributes to the student recognition knowledge and professional development.
The study data were obtained from the teaching practices in 24 lesson hours of
operations with fractions and the subsequent lesson analysis diaries. The data
from the lesson analysis diaries were subjected to content analysis. This
implementation allowed the teacher to notice different ways of student
thinking; to identify students’ mistakes and learning difficulties, and reflect
on the causes of these difficulties; and to improve her own teaching in this
light. Suggestions for fraction teaching are given based on the research
results.
Anahtar Kelimeler
Noticing knowledge of student professional development elementary mathematics teacher
Kaynakça
- Alacacı, C. (2015). Öğrencilerin kesirler konusundaki kavram yanılgıları. E. Bingölbali ve M. F. Özmantar (Ed.), İlköğretimde karşılaşılan matematiksel zorluklar ve çözüm önerileri (s. 63-95). Ankara: Pegem Akademi Yayınları. An, S., Kulm, G., & Wu, Z. (2004). The pedagogical content knowledge of middle school, mathematics teachers in China and the US. Journal of Mathematics Teacher Education, 7(2), 145-172. Baki, M., Çelik, D., Güler, M., & Sönmez, N. (2018). Matematik öğretmeni adaylarının öğrenciyi tanıma bilgilerinin incelenmesi: Bir ders analizi çalışması. Kastamonu Eğitim Dergisi, 26(1), 143-152. Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching what makes it special?. Journal of Teacher Education, 59(5), 389-407. Ball, D, L. (2011).. Foreword. In M. G. Sherin, V. R. Jacobs & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 21–25). New York: Routledge. Barnhart, T., & van Es, E. (2015). Studying teacher noticing: Examining the relationship among pre-service science teachers’ ability to attend, analyse and respond to student thinking. Teaching and Teacher Education, 45, 83-93. Baş, S. (2013). An investigation of teachers noticing of students’ mathematical thinking in the context of a professional development program (Unpublished doctoral dissertation). Middle East Technical University, Graduate School of Natural and Applied Sciences, Ankara. Birinci, M. (2018). Bir Ortaokul Matematik Öğretmeninin Mesleki Gelişiminden Yansımalar: Kesir Öğretiminde Fark Etme Becerisinin İşe Koşulması (Yayımlanmamış yüksek lisans tezi). Karadeniz Teknik Üniversitesi Eğitim Bilimleri Enstitüsü, Trabzon. Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2017). Bilimsel araştırma yöntemleri (23. baskı). Ankara: Pegem Akademi. Erdik, E. (2014). A momparative analysis of noticing of mathematics teachers with varying teaching experience (Unpublished master’s thesis). Boğaziçi University, İnstitute of Social Sciences, İstanbul. Fennema, E., & Franke, M. L., (1992). Teachers ‘knowledge and its Impact. Dauglas A. Grouws (Eds.), Handbook of Research on Mathematics Teaching and Learning (pp. 147-164). New York: Macmillan. Fernandez, C., Llinares, S., & Valls, J. (2013). Primary school teacher’s noticing of students’ mathematical thinking in problem solving. The Mathematics Enthusiast, 10, 441–468. Güner, P., & Akyüz, D. (2017). Ders imecesi mesleki gelişim modeli: Öğretmen adaylarının fark etme becerilerinin incelenmesi. İlkögretim Online, 16(2), 428-452. Jacobs, V. R., Lamb, L. C., & Philipp, R. A. (2010). Professional noticing of children‟s mathemtical thinking. Journal for Research in Mathematics Education, 41, 169-202. Johnson, A. P. (2005). A short guide to action research. USA: Pearson Publishing. Kuzu, A. (2009). Öğretmen yetiştirme ve mesleki gelişimde eylem araştırması, Uluslararası Sosyal Bilimler Dergisi, 2(6), 425-433. Llinares, S. (2013). Professional noticing: A component of the mathematics teacher’s professional practice. Journal of Education, 1(3), 76-93. Mason, J. (2002). Researching your own practice: The discipline of noticing. London: Routledge-Falmer. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage. Millî Eğitim Bakanlığı [MEB]. (2017). Öğretmenlik mesleği genel yeterlikleri. http://oygm.meb.gov.tr/www/ ogretmenlik-meslegi-genel-yeterlikleri/icerik/39 adresinden 20.11.2016 tarihinde erişilmiştir. Osmanoğlu, A. (2010). Preparing prospective teachers for reform-minded teaching through online video case discussions: Change in noticing (Unpublishes doctoral dissertation). Middle East Technical University, Graduate School of Natural and Applied Sciences, Ankara. Sánchez-Matamoros, G., Fernández, C., & Llinares, S. (2015). Developing pre-service teachers’ noticing of students’ understanding of the derivative concept. International Journal of Science and Mathematics Education, 13(6), 1305–1329. Santagata, R., & Guarino, J. (2011). Using video to teach future teachers to learn from teaching. ZDM The International Journal of Mathematics Education, 43(1), 133-145. Schoenfeld, A. H. (2011). Noticing matters. A lot. Now what? In M. G. Sherin, V. Jacobs ve R. Philipp (Eds.). Mathematics Teacher Noticing: Seeing through teachers’ eyes (pp. 223-238). New York, NY: Routledge. Sherin, M. G. (2001). Developing a professional visison of classroom events. In T Wood, B. S. Nelson, J. Warfield(Eds.), Beyond classical pedagogy: Teaching elementary school mathematics (pp. 75-93). Hillsdale, NJ: Lawrence Erlbaum. Sherin, M. G., & van Es, E. A. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60, 20–37. Sherin, M. G., Jacobs, V. R., & Philipp, R. A. (2011). Situating the study of teacher noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 3–13). New York: Routledge. Sherin, M. G., & Dyer, E. B. (2017). Mathematics teachers’ self-captured video and opportunities for learning. Journal of Mathematics Teacher Education, 20(5), 477-495. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. Star, J. R., & Strickland, S. K. (2008). Learning to observe: Using video to improve preservice mathematics teachers’ ability to notice. Journal of Mathematics Teacher Education, 11, 107-125. Soylu, Y., & Soylu, C. (2005). İlköğretim beşinci sınıf öğrencilerinin kesirler konusundaki öğrenme güçlükleri: kesirlerde sıralama, toplama, çıkarma, çarpma ve kesirlerle ilgili problemler. Erzincan Eğitim Fakültesi Dergisi, 7(2), 101-117. Sun, J., & van Es, E. A. (2015). An exploratory study of the influence that analyzing teaching has on pre service teachers‘classroom practice. Journal of Teacher Education, 66(3), 201-214. Taylan, R. D. (2017). Characterizing a highly accomplished teacher’s noticing of third-grade students’ mathematical thinking. Journal of Mathematics Teacher Education, 20(3), 259-280. van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers' interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571-595. Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (9. baskı). Ankara: Seçkin Yayıncılık.
Bir Ortaokul Matematik Öğretmeninin Mesleki Gelişiminden Yansımalar: Kesir Öğretiminde Fark Etme Becerisinin İşe Koşulması
Öz
Fark
etme becerisi sınıf içerisinde kayda değer durumları belirleme, belirlenen
durumları yorumlama ve ortaya çıkan bu durumlara karşılık neler
yapılabileceğine dair öneri geliştirme yeterliklerini içerir. Bu çalışma bir
ortaokul matematik öğretmeninin kendi öğretim uygulamalarının video kayıtları
üzerinde fark etme becerisini (noticing) aktif hale getirme sürecini yansıtan
bir eylem araştırmasıdır. Çalışmanın amacı öğretmenin kendi öğretimi üzerine
fark etme becerisini kullanmasının öğrenci tanıma bilgisi ve mesleki gelişimine
nasıl katkı sağladığını incelemektir. Çalışma verilerini kesirlerle işlemler
konusuna yönelik yirmi dört ders saatini kapsayan öğretim uygulamaları ve bu
uygulamalar sonrasında gerçekleştirilen ders analizi günlükleri
oluşturmaktadır. Ders analizi günlüklerine dayalı veriler, içerik analizi
yöntemi ile analiz edilmiştir. Bu uygulama öğretmene farklı öğrenci düşünme
şekillerini fark etme, öğrencilerin hata, öğrenme güçlüklerini belirleme ve bu
güçlüklerin sebebi üzerinde düşünme ve bu doğrultuda kendi öğretimini
geliştirme fırsatı sunmuştur. Araştırma sonuçlarına dayalı kesir öğretimine
yönelik öneriler verilmektedir.
Anahtar Kelimeler
Fark etme becerisi öğrenciyi tanıma mesleki gelişim ortaokul matematik öğretmeni
Kaynakça
- Alacacı, C. (2015). Öğrencilerin kesirler konusundaki kavram yanılgıları. E. Bingölbali ve M. F. Özmantar (Ed.), İlköğretimde karşılaşılan matematiksel zorluklar ve çözüm önerileri (s. 63-95). Ankara: Pegem Akademi Yayınları. An, S., Kulm, G., & Wu, Z. (2004). The pedagogical content knowledge of middle school, mathematics teachers in China and the US. Journal of Mathematics Teacher Education, 7(2), 145-172. Baki, M., Çelik, D., Güler, M., & Sönmez, N. (2018). Matematik öğretmeni adaylarının öğrenciyi tanıma bilgilerinin incelenmesi: Bir ders analizi çalışması. Kastamonu Eğitim Dergisi, 26(1), 143-152. Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching what makes it special?. Journal of Teacher Education, 59(5), 389-407. Ball, D, L. (2011).. Foreword. In M. G. Sherin, V. R. Jacobs & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 21–25). New York: Routledge. Barnhart, T., & van Es, E. (2015). Studying teacher noticing: Examining the relationship among pre-service science teachers’ ability to attend, analyse and respond to student thinking. Teaching and Teacher Education, 45, 83-93. Baş, S. (2013). An investigation of teachers noticing of students’ mathematical thinking in the context of a professional development program (Unpublished doctoral dissertation). Middle East Technical University, Graduate School of Natural and Applied Sciences, Ankara. Birinci, M. (2018). Bir Ortaokul Matematik Öğretmeninin Mesleki Gelişiminden Yansımalar: Kesir Öğretiminde Fark Etme Becerisinin İşe Koşulması (Yayımlanmamış yüksek lisans tezi). Karadeniz Teknik Üniversitesi Eğitim Bilimleri Enstitüsü, Trabzon. Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2017). Bilimsel araştırma yöntemleri (23. baskı). Ankara: Pegem Akademi. Erdik, E. (2014). A momparative analysis of noticing of mathematics teachers with varying teaching experience (Unpublished master’s thesis). Boğaziçi University, İnstitute of Social Sciences, İstanbul. Fennema, E., & Franke, M. L., (1992). Teachers ‘knowledge and its Impact. Dauglas A. Grouws (Eds.), Handbook of Research on Mathematics Teaching and Learning (pp. 147-164). New York: Macmillan. Fernandez, C., Llinares, S., & Valls, J. (2013). Primary school teacher’s noticing of students’ mathematical thinking in problem solving. The Mathematics Enthusiast, 10, 441–468. Güner, P., & Akyüz, D. (2017). Ders imecesi mesleki gelişim modeli: Öğretmen adaylarının fark etme becerilerinin incelenmesi. İlkögretim Online, 16(2), 428-452. Jacobs, V. R., Lamb, L. C., & Philipp, R. A. (2010). Professional noticing of children‟s mathemtical thinking. Journal for Research in Mathematics Education, 41, 169-202. Johnson, A. P. (2005). A short guide to action research. USA: Pearson Publishing. Kuzu, A. (2009). Öğretmen yetiştirme ve mesleki gelişimde eylem araştırması, Uluslararası Sosyal Bilimler Dergisi, 2(6), 425-433. Llinares, S. (2013). Professional noticing: A component of the mathematics teacher’s professional practice. Journal of Education, 1(3), 76-93. Mason, J. (2002). Researching your own practice: The discipline of noticing. London: Routledge-Falmer. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage. Millî Eğitim Bakanlığı [MEB]. (2017). Öğretmenlik mesleği genel yeterlikleri. http://oygm.meb.gov.tr/www/ ogretmenlik-meslegi-genel-yeterlikleri/icerik/39 adresinden 20.11.2016 tarihinde erişilmiştir. Osmanoğlu, A. (2010). Preparing prospective teachers for reform-minded teaching through online video case discussions: Change in noticing (Unpublishes doctoral dissertation). Middle East Technical University, Graduate School of Natural and Applied Sciences, Ankara. Sánchez-Matamoros, G., Fernández, C., & Llinares, S. (2015). Developing pre-service teachers’ noticing of students’ understanding of the derivative concept. International Journal of Science and Mathematics Education, 13(6), 1305–1329. Santagata, R., & Guarino, J. (2011). Using video to teach future teachers to learn from teaching. ZDM The International Journal of Mathematics Education, 43(1), 133-145. Schoenfeld, A. H. (2011). Noticing matters. A lot. Now what? In M. G. Sherin, V. Jacobs ve R. Philipp (Eds.). Mathematics Teacher Noticing: Seeing through teachers’ eyes (pp. 223-238). New York, NY: Routledge. Sherin, M. G. (2001). Developing a professional visison of classroom events. In T Wood, B. S. Nelson, J. Warfield(Eds.), Beyond classical pedagogy: Teaching elementary school mathematics (pp. 75-93). Hillsdale, NJ: Lawrence Erlbaum. Sherin, M. G., & van Es, E. A. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60, 20–37. Sherin, M. G., Jacobs, V. R., & Philipp, R. A. (2011). Situating the study of teacher noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 3–13). New York: Routledge. Sherin, M. G., & Dyer, E. B. (2017). Mathematics teachers’ self-captured video and opportunities for learning. Journal of Mathematics Teacher Education, 20(5), 477-495. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. Star, J. R., & Strickland, S. K. (2008). Learning to observe: Using video to improve preservice mathematics teachers’ ability to notice. Journal of Mathematics Teacher Education, 11, 107-125. Soylu, Y., & Soylu, C. (2005). İlköğretim beşinci sınıf öğrencilerinin kesirler konusundaki öğrenme güçlükleri: kesirlerde sıralama, toplama, çıkarma, çarpma ve kesirlerle ilgili problemler. Erzincan Eğitim Fakültesi Dergisi, 7(2), 101-117. Sun, J., & van Es, E. A. (2015). An exploratory study of the influence that analyzing teaching has on pre service teachers‘classroom practice. Journal of Teacher Education, 66(3), 201-214. Taylan, R. D. (2017). Characterizing a highly accomplished teacher’s noticing of third-grade students’ mathematical thinking. Journal of Mathematics Teacher Education, 20(3), 259-280. van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers' interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571-595. Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (9. baskı). Ankara: Seçkin Yayıncılık.