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İLKÖĞRETİM MATEMATİK ÖĞRETMEN ADAYLARININ YARI-YAPILANDIRILMIŞ PROBLEM KURMA BAĞLAMINDA OLUŞTURDUKLARI PROBLEMLERİN BAĞLAMSAL VE BİLİŞSEL YAPISI

Yıl 2018, , 1910 - 1936, 01.01.2018
https://doi.org/10.29299/kefad.2018.19.03.004

Öz

Bu araştırmada ilköğretim matematik öğretmen adaylarının yarı-yapılandırılmış problem kurma bağlamında ürettikleri problemlerin bağlamsal ve bilişsel yapısı incelenmiştir. Çalışma, öğretmenlik uygulaması dersi kapsamında kabul edilen bilimsel araştırma projesinin BAP bir ön çalışması niteliğinde keşfetmeye dayalı durum çalışması yöntemi kullanılarak yirmi beş öğretmen adayıyla gerçekleştirilmiştir. Veriler, öğretmen adaylarının yazılı açıklamaları, detaylı yansıtıcı düşünme raporları ve sınıf tartışması yoluyla elde edilmiştir. Sonuçlar, problem durumunda verilen niceliksel verilerin tamamı öğretmen adaylarının çoğu tarafından kullandığını göstermiştir. Öğretmen adayları problemler için günlük yaşamda çok karşılaştıkları harçlık, diyet ve test çözme gibi sınırlı çeşitlilikte bağlamı tercih etmişlerdir. Öğretmen adaylarının yaklaşık yarısının kurduğu problemlerde matematiksel dil veya anlatım eksikliklerinin olduğu görülmüştür. Ayrıca öğretmen adayları muhakeme düzeyinden ziyade çoğunlukla uygulama düzeyinde ve çok adımlı işlemlerle çözülebilen işlemsel sorular üretmişlerdir. Çalışma sonuçları, öğretmen adaylarının problemlerin işlemsel yükü arttıkça zorluk derecesinin ve bilişsel düzeyinin arttığı yönünde bir düşüncede olduklarını ortaya çıkarmıştır.

Kaynakça

  • Aydın, U., ve Özgeldi, M. (2017). The PISA tasks: Unveiling prospective elementary mathematics teachers’ difficulties with contextual, conceptual, and procedural knowledge. Scandinavian Journal of Educational Research, 1–19. DOI: 10.1080/00313831.2017.1324906
  • Aydoğdu-İskenderoğlu, T., ve Baki, A. (2011). İlköğretim 8. sınıf matematik ders kitabındaki soruların PISA matematik yeterlik düzeylerine göre sınıflandırılması. Eğitim ve Bilim, 36(161). 287–301.
  • Aydoğdu-İskenderoğlu, T., Erkan, İ. ve Serbest, A. (2013). 2008-2013 yılları arasındaki SBS matematik sorularının matematik yeterlik düzeylerine göre sınıflandırılması. Turkish Journal of Computer and Mathematics Education, 4(2), 147–168.
  • Bayazit, İ. ve Kırnap-Dönmez, S. M. (2017). Öğretmen adaylarının problem kurma becerilerinin orantısal akıl yürütme gerektiren durumlar bağlamında incelenmesi. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 8(1), 130–160.
  • Bonotto, C. (2013). Artifacts as sources for problem-posing activities. Educational Studies in Mathematics, 83(1), 37–55.
  • Cai, J. (2003). Singaporean students' mathematical thinking in problem solving and problem posing: an exploratory study. International Journal of Mathematical Education in Science and Technology, 34(5), 719–737. doi:10.1080/00207390310001595401.
  • Cai, J., ve Hwang, S. (2002). Generalized and generative thinking in US and Chinese students’ mathematical problem solving and problem posing. The Journal of Mathematical Behavior, 21(4), 401–421.
  • Christou, C., Mousoulides, N., Pittalis, M., Pitta-Pantazi, D. ve Sriraman, B. (2005). An empirical taxonomy of problem posing processes. ZDM, 37(3), 149–158.
  • Contreras, J. (2007). Unraveling the mystery of the origin of mathematical problems: Using a problem posing framework with prospective mathematics teachers. The Mathematics Educator, 17(2), 15–23.
  • Crespo, S. (2015). A collection of problem-posing experiences for prospective mathematics teachers that make a difference. In F.M. Singer, N.F. Ellerton ve J. Cai (Eds.), Mathematical problem posing: From research to effective practice (pp. 493–511). New York: Springer.
  • Crespo, S. (2003). Learning to pose mathematical problems: Exploring changes in preservice teachers' practices. Educational Studies in Mathematics, 52, 243–270.
  • Crespo, S. ve Sinclair, N. (2008). What makes a problem mathematically interesting? Inviting prospective teachers to pose better problems. Journal of Mathematics Teacher Education, 11(5), 395–415.
  • Çimen, E. E., ve Yıldız, Ş. (2017). Ortaokul matematik ders kitaplarında yer verilen problem kurma etkinliklerinin incelenmesi. Turkish Journal of Computer and Mathematics Education, 8(3), 378– 407.
  • English, L. D. (1998): Children’s problem posing within formal and informal contexts. Journal for Research in Mathematics Education, 29(1), 83–106.
  • Gonzales, N. A. (1998). A blueprint for problem posing. School Science and Mathematics, 94(2), 78–85.
  • Henningsen, M., ve Stein, M. K. (1997). Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for Research in Mathematics Education, 28(5), 524–549.
  • Hošpesovà, A., ve Tichà, M. (2015). Problem posing in primary school teacher training. In F. Singer, N. Ellerton, ve J. Cai (Eds.), Problem posing in mathematics: From research to effective practice (pp. 433-448). New York, NY: Springer.
  • Işık, C. (2011). İlköğretim matematik öğretmeni adaylarının kesirlerde çarpma ve bölmeye yönelik kurdukları problemlerin kavramsal analizi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 41, 231–243.
  • İncikabı, L., Mercimek, O., Ayanoğlu, P., Aliustaoğlu, F. ve Tekin, N. (2016). Ortaokul matematik dersi öğretim programı kazanımlarının TIMSS bilişsel alanlarına göre değerlendirilmesi. İlköğretim Online, 15(4), 1149–1163.
  • İncikabı, L., Pektaş, M., ve Süle, C. (2016). Ortaöğretime geçiş sınavlarındaki matematik ve fen sorularının PISA problem çözme çerçevesine göre incelenmesi. Journal of Kirsehir Education Faculty, 17(2), 649–662.
  • Kabael, T., ve Barak, B. (2016). Ortaokul matematik öğretmeni adaylarının matematik okuryazarlık becerilerinin PISA soruları üzerinden incelenmesi. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 7(2), 321–349.
  • Kar, T. (2016). Prospective middle school mathematics teachers' knowledge of linear graphs in context of problem-posing. International Electronic Journal of Elementary Education, 8(4), 643–657.
  • Kılıç, Ç. (2015). The tendency of Turkish pre-service teachers’ to pose word problems. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 6(2), 163–178.
  • Kılıç, Ç. (2014). Sınıf öğretmenlerinin problem kurmayı algılayış biçimlerinin belirlenmesi. Kastamonu Eğitim Dergisi, 22(1), 203–214.
  • Kilpatrick, J. (2016). Reformulating: Approaching mathematical problem solving as inquiry. In P. Felmer, E. Pehkonen, ve J. Kilpatrick (Eds.). Posing and solving mathematical problems: Advances and new perspectives (pp. 69–81). Switzerland: Springer.
  • Kilpatrick, J. (1987). Problem formulating: Where do good problems come from? In A. H. Schoenfeld (Ed.), Cognitive science and mathematics education (pp. 123–147). Hillsdale: Lawrence Erlbaum Associates.
  • Korkmaz, E., ve Gür, H. (2016). Öğretmen adaylarının problem kurma becerilerinin belirlenmesi. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 8(1), 64–74.
  • Lavy I. (2015). Problem-Posing Activities in a Dynamic Geometry Environment: When and How. In: Singer F., F. Ellerton N. ve Cai J. (Eds) Mathematical Problem Posing. Research in Mathematics Education. New York: Springer.
  • Lee, Y., Capraro, R. M. ve Capraro M. M. (2018). Mathematics teachers’ subject matter knowledge and pedagogical content knowledge in problem posing. International Electronic Journal Of Mathematics Education, 13(2), 75–90.
  • Lowrie, T. (1999). Free problem posing: Year 3/4 students constructing problems for friends to solve. – In: J. Truran ve K. Truran (Eds.), Making a difference (p. 328–335). Panorama, South Australia: Mathematics Education Research Group of Australasia.
  • Mamona-Downs, J. (1993). On analyzing problem posing. – In: I. Hirabayashi, N. Nohada, K. Shigematsu ve F. L. Lin (Eds.), Proceedings of the 17th Conference of the International Group for the Psychology of Mathematics Education (pp. 41–47). Tsukuba, Japan.
  • Miles, M. B. ve Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
  • Milli Eğitim Bakanlığı [MEB]. (2018). İlköğretim matematik öğretim programı. Ankara: Milli Eğitim Bakanlığı Yayınları.
  • Mills, A. J., Durepos, G. ve Wiebe, E. (2010). Encyclopedia of case study research. London: Sage.
  • National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
  • Nixon-Ponder, S. (1995). Using problem posing dialogue in adult literacy education. Teacher to teacher. Adult Learning, 7(2), 10–12.
  • Organisation for Economic Cooperation and Development [OECD]. 2015; Database-PISA 2015. [Retrieved from December 15, 2016]. http://www.oecd.org/pisa/pisa-2015-results-in- focus.pdf
  • Saenz, C. (2009). The role of contextual, conceptual and procedural knowledge in activating mathematical competencies (PISA). Educational Studies in Mathematics, 71, 123–143.
  • Shuk-kwan, S. L. (2013). Teachers implementing mathematical problem posing in the classroom: challenges and strategies. Educational Studies in Mathematics, 83(1), 103–116.
  • Silver, E. A. (2016). Mathematical problem solving and teacher professional learning: The case of the modified PISA mathematics task. In P. Felmer, E. Pehkonen, ve J. Kilpatrick (Eds.). Posing and solving mathematical problems: Advances and new perspectives (pp. 345–360). Switzerland: Springer.
  • Silver, E. A. (1994). On mathematical problem posing. For the Learning of Mathematics, 14(1), 19–28.
  • Silver, E. A., ve Cai, J. (1996). An analysis of arithmetic problem posing by middle school students. Journal for Research in Mathematics Education, 27(5), 521–539.
  • Stacey, K. (2015). The international assessment of mathematical literacy: PISA 2012 framework and items. In Selected regular lectures from the 12th International Congress on Mathematical Education (pp. 771–790). Springer, Cham.
  • Stanic, G., ve Kilpatrick, J. (1988). Historical perspectives on problem solving in the mathematics curriculum. In R. Charles ve E. Silver (Eds.), The teaching and assessing of mathematical problem solving (pp. 1–22). Reston, VA: National Council of Teachers of Mathematics.
  • Stickles, P. R. (2011). An analysis of secondary and middle school teachers’ mathematical problem posing. Investigations in Mathematics Learning, 3(2), 1–34.
  • Stoyanova, E. (2003). Extending students’ understanding of mathematics via problem posing. The Australian Mathematics Teacher, 59(2), 32–40.
  • Stoyanova, E. (1998). Problem posing in mathematics classrooms. In A. McIntosh ve N. Ellerton (Eds.), Research in mathematics education: A contemporary perspective (pp.164–185). Perth: MASTEC Publication.
  • Stoyanova, E. ve Ellerton, N. F. (1996). A framework for research into students’ problem posing. In P. Clarkson (Ed.), Technology in Mathematics Education (pp.518–525). Melbourne: Mathematics Education Research Group of Australasia.
  • Şengül, S. ve Katrancı, Y. (2015). Free problem posing cases of prospective mathematics teachers: Difficulties and solutions. Procedia - Social and Behavioral Sciences, 174, 1983–1990.
  • Tichá, M. ve Hošpesová, A. (2009). Problem posing and development of pedagogical content knowledge in pre-service teacher training. In V. Durant-Guerrier, S. Sourny- Lavergne ve F. Arzarello (Eds.), Proceedings of the Conference of European Research in Mathematics Education, 6(1, 1941–1950. Lyon: INRP.
  • Toluk-Uçar, Z. (2009). Developing pre-service teachers understanding of fractions through problem posing. Teaching and Teacher Education, 25(1), 166–175.
  • Trends in International Mathematics and Science Study [TIMSS] (2015). Database-TIMSS 2015. [Retrieved from December 15, 2016].
  • http://timss.meb.gov.tr/wp-content/uploads/Timss_2015_ulusal_fen_mat_raporu.pdf
  • Uysal, R. ve İncikabı, L. (2018). Son Dönem Matematik Dersi Öğretim Programlarının Genel Amaçları Üzerine Bir Araştırma. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 37(1), 223–247.
  • Ünlü, M. ve Sarpkaya-Aktaş, G. (2017). Ortaokul Matematik Öğretmeni Adaylarının Cebirsel İfade ve Denklemlere Yönelik Kurdukları Problemlerin İncelenmesi. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 8(1), 161–187.
  • Van De Walle, J. A., Karp, K. S. ve Bay-Williams, J. M. (2010). Elementary and middle school mathematics: Teaching developmentally. Boston, MA: Allyn & Bacon.
  • Van Harpen, X. Y., ve Sriraman, B. (2013). Creativity and mathematical problem posing: an analysis of high school students' mathematical problem posing in China and the USA. Educational Studies in Mathematics, 82(2), 201–221.
  • Yıldırım, A., ve Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri (6. Baskı). İstanbul: Seçkin Yayıncılık.
  • Yin, R. (2003). Case study research: Design and methods. Thousand Oaks, California: Sage Publication

İLKÖĞRETİM MATEMATİK ÖĞRETMEN ADAYLARININ YARI-YAPILANDIRILMIŞ PROBLEM KURMA BAĞLAMINDA OLUŞTURDUKLARI PROBLEMLERİN BAĞLAMSAL VE BİLİŞSEL YAPISI

Yıl 2018, , 1910 - 1936, 01.01.2018
https://doi.org/10.29299/kefad.2018.19.03.004

Öz

Kaynakça

  • Aydın, U., ve Özgeldi, M. (2017). The PISA tasks: Unveiling prospective elementary mathematics teachers’ difficulties with contextual, conceptual, and procedural knowledge. Scandinavian Journal of Educational Research, 1–19. DOI: 10.1080/00313831.2017.1324906
  • Aydoğdu-İskenderoğlu, T., ve Baki, A. (2011). İlköğretim 8. sınıf matematik ders kitabındaki soruların PISA matematik yeterlik düzeylerine göre sınıflandırılması. Eğitim ve Bilim, 36(161). 287–301.
  • Aydoğdu-İskenderoğlu, T., Erkan, İ. ve Serbest, A. (2013). 2008-2013 yılları arasındaki SBS matematik sorularının matematik yeterlik düzeylerine göre sınıflandırılması. Turkish Journal of Computer and Mathematics Education, 4(2), 147–168.
  • Bayazit, İ. ve Kırnap-Dönmez, S. M. (2017). Öğretmen adaylarının problem kurma becerilerinin orantısal akıl yürütme gerektiren durumlar bağlamında incelenmesi. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 8(1), 130–160.
  • Bonotto, C. (2013). Artifacts as sources for problem-posing activities. Educational Studies in Mathematics, 83(1), 37–55.
  • Cai, J. (2003). Singaporean students' mathematical thinking in problem solving and problem posing: an exploratory study. International Journal of Mathematical Education in Science and Technology, 34(5), 719–737. doi:10.1080/00207390310001595401.
  • Cai, J., ve Hwang, S. (2002). Generalized and generative thinking in US and Chinese students’ mathematical problem solving and problem posing. The Journal of Mathematical Behavior, 21(4), 401–421.
  • Christou, C., Mousoulides, N., Pittalis, M., Pitta-Pantazi, D. ve Sriraman, B. (2005). An empirical taxonomy of problem posing processes. ZDM, 37(3), 149–158.
  • Contreras, J. (2007). Unraveling the mystery of the origin of mathematical problems: Using a problem posing framework with prospective mathematics teachers. The Mathematics Educator, 17(2), 15–23.
  • Crespo, S. (2015). A collection of problem-posing experiences for prospective mathematics teachers that make a difference. In F.M. Singer, N.F. Ellerton ve J. Cai (Eds.), Mathematical problem posing: From research to effective practice (pp. 493–511). New York: Springer.
  • Crespo, S. (2003). Learning to pose mathematical problems: Exploring changes in preservice teachers' practices. Educational Studies in Mathematics, 52, 243–270.
  • Crespo, S. ve Sinclair, N. (2008). What makes a problem mathematically interesting? Inviting prospective teachers to pose better problems. Journal of Mathematics Teacher Education, 11(5), 395–415.
  • Çimen, E. E., ve Yıldız, Ş. (2017). Ortaokul matematik ders kitaplarında yer verilen problem kurma etkinliklerinin incelenmesi. Turkish Journal of Computer and Mathematics Education, 8(3), 378– 407.
  • English, L. D. (1998): Children’s problem posing within formal and informal contexts. Journal for Research in Mathematics Education, 29(1), 83–106.
  • Gonzales, N. A. (1998). A blueprint for problem posing. School Science and Mathematics, 94(2), 78–85.
  • Henningsen, M., ve Stein, M. K. (1997). Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for Research in Mathematics Education, 28(5), 524–549.
  • Hošpesovà, A., ve Tichà, M. (2015). Problem posing in primary school teacher training. In F. Singer, N. Ellerton, ve J. Cai (Eds.), Problem posing in mathematics: From research to effective practice (pp. 433-448). New York, NY: Springer.
  • Işık, C. (2011). İlköğretim matematik öğretmeni adaylarının kesirlerde çarpma ve bölmeye yönelik kurdukları problemlerin kavramsal analizi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 41, 231–243.
  • İncikabı, L., Mercimek, O., Ayanoğlu, P., Aliustaoğlu, F. ve Tekin, N. (2016). Ortaokul matematik dersi öğretim programı kazanımlarının TIMSS bilişsel alanlarına göre değerlendirilmesi. İlköğretim Online, 15(4), 1149–1163.
  • İncikabı, L., Pektaş, M., ve Süle, C. (2016). Ortaöğretime geçiş sınavlarındaki matematik ve fen sorularının PISA problem çözme çerçevesine göre incelenmesi. Journal of Kirsehir Education Faculty, 17(2), 649–662.
  • Kabael, T., ve Barak, B. (2016). Ortaokul matematik öğretmeni adaylarının matematik okuryazarlık becerilerinin PISA soruları üzerinden incelenmesi. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 7(2), 321–349.
  • Kar, T. (2016). Prospective middle school mathematics teachers' knowledge of linear graphs in context of problem-posing. International Electronic Journal of Elementary Education, 8(4), 643–657.
  • Kılıç, Ç. (2015). The tendency of Turkish pre-service teachers’ to pose word problems. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 6(2), 163–178.
  • Kılıç, Ç. (2014). Sınıf öğretmenlerinin problem kurmayı algılayış biçimlerinin belirlenmesi. Kastamonu Eğitim Dergisi, 22(1), 203–214.
  • Kilpatrick, J. (2016). Reformulating: Approaching mathematical problem solving as inquiry. In P. Felmer, E. Pehkonen, ve J. Kilpatrick (Eds.). Posing and solving mathematical problems: Advances and new perspectives (pp. 69–81). Switzerland: Springer.
  • Kilpatrick, J. (1987). Problem formulating: Where do good problems come from? In A. H. Schoenfeld (Ed.), Cognitive science and mathematics education (pp. 123–147). Hillsdale: Lawrence Erlbaum Associates.
  • Korkmaz, E., ve Gür, H. (2016). Öğretmen adaylarının problem kurma becerilerinin belirlenmesi. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 8(1), 64–74.
  • Lavy I. (2015). Problem-Posing Activities in a Dynamic Geometry Environment: When and How. In: Singer F., F. Ellerton N. ve Cai J. (Eds) Mathematical Problem Posing. Research in Mathematics Education. New York: Springer.
  • Lee, Y., Capraro, R. M. ve Capraro M. M. (2018). Mathematics teachers’ subject matter knowledge and pedagogical content knowledge in problem posing. International Electronic Journal Of Mathematics Education, 13(2), 75–90.
  • Lowrie, T. (1999). Free problem posing: Year 3/4 students constructing problems for friends to solve. – In: J. Truran ve K. Truran (Eds.), Making a difference (p. 328–335). Panorama, South Australia: Mathematics Education Research Group of Australasia.
  • Mamona-Downs, J. (1993). On analyzing problem posing. – In: I. Hirabayashi, N. Nohada, K. Shigematsu ve F. L. Lin (Eds.), Proceedings of the 17th Conference of the International Group for the Psychology of Mathematics Education (pp. 41–47). Tsukuba, Japan.
  • Miles, M. B. ve Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
  • Milli Eğitim Bakanlığı [MEB]. (2018). İlköğretim matematik öğretim programı. Ankara: Milli Eğitim Bakanlığı Yayınları.
  • Mills, A. J., Durepos, G. ve Wiebe, E. (2010). Encyclopedia of case study research. London: Sage.
  • National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
  • Nixon-Ponder, S. (1995). Using problem posing dialogue in adult literacy education. Teacher to teacher. Adult Learning, 7(2), 10–12.
  • Organisation for Economic Cooperation and Development [OECD]. 2015; Database-PISA 2015. [Retrieved from December 15, 2016]. http://www.oecd.org/pisa/pisa-2015-results-in- focus.pdf
  • Saenz, C. (2009). The role of contextual, conceptual and procedural knowledge in activating mathematical competencies (PISA). Educational Studies in Mathematics, 71, 123–143.
  • Shuk-kwan, S. L. (2013). Teachers implementing mathematical problem posing in the classroom: challenges and strategies. Educational Studies in Mathematics, 83(1), 103–116.
  • Silver, E. A. (2016). Mathematical problem solving and teacher professional learning: The case of the modified PISA mathematics task. In P. Felmer, E. Pehkonen, ve J. Kilpatrick (Eds.). Posing and solving mathematical problems: Advances and new perspectives (pp. 345–360). Switzerland: Springer.
  • Silver, E. A. (1994). On mathematical problem posing. For the Learning of Mathematics, 14(1), 19–28.
  • Silver, E. A., ve Cai, J. (1996). An analysis of arithmetic problem posing by middle school students. Journal for Research in Mathematics Education, 27(5), 521–539.
  • Stacey, K. (2015). The international assessment of mathematical literacy: PISA 2012 framework and items. In Selected regular lectures from the 12th International Congress on Mathematical Education (pp. 771–790). Springer, Cham.
  • Stanic, G., ve Kilpatrick, J. (1988). Historical perspectives on problem solving in the mathematics curriculum. In R. Charles ve E. Silver (Eds.), The teaching and assessing of mathematical problem solving (pp. 1–22). Reston, VA: National Council of Teachers of Mathematics.
  • Stickles, P. R. (2011). An analysis of secondary and middle school teachers’ mathematical problem posing. Investigations in Mathematics Learning, 3(2), 1–34.
  • Stoyanova, E. (2003). Extending students’ understanding of mathematics via problem posing. The Australian Mathematics Teacher, 59(2), 32–40.
  • Stoyanova, E. (1998). Problem posing in mathematics classrooms. In A. McIntosh ve N. Ellerton (Eds.), Research in mathematics education: A contemporary perspective (pp.164–185). Perth: MASTEC Publication.
  • Stoyanova, E. ve Ellerton, N. F. (1996). A framework for research into students’ problem posing. In P. Clarkson (Ed.), Technology in Mathematics Education (pp.518–525). Melbourne: Mathematics Education Research Group of Australasia.
  • Şengül, S. ve Katrancı, Y. (2015). Free problem posing cases of prospective mathematics teachers: Difficulties and solutions. Procedia - Social and Behavioral Sciences, 174, 1983–1990.
  • Tichá, M. ve Hošpesová, A. (2009). Problem posing and development of pedagogical content knowledge in pre-service teacher training. In V. Durant-Guerrier, S. Sourny- Lavergne ve F. Arzarello (Eds.), Proceedings of the Conference of European Research in Mathematics Education, 6(1, 1941–1950. Lyon: INRP.
  • Toluk-Uçar, Z. (2009). Developing pre-service teachers understanding of fractions through problem posing. Teaching and Teacher Education, 25(1), 166–175.
  • Trends in International Mathematics and Science Study [TIMSS] (2015). Database-TIMSS 2015. [Retrieved from December 15, 2016].
  • http://timss.meb.gov.tr/wp-content/uploads/Timss_2015_ulusal_fen_mat_raporu.pdf
  • Uysal, R. ve İncikabı, L. (2018). Son Dönem Matematik Dersi Öğretim Programlarının Genel Amaçları Üzerine Bir Araştırma. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 37(1), 223–247.
  • Ünlü, M. ve Sarpkaya-Aktaş, G. (2017). Ortaokul Matematik Öğretmeni Adaylarının Cebirsel İfade ve Denklemlere Yönelik Kurdukları Problemlerin İncelenmesi. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 8(1), 161–187.
  • Van De Walle, J. A., Karp, K. S. ve Bay-Williams, J. M. (2010). Elementary and middle school mathematics: Teaching developmentally. Boston, MA: Allyn & Bacon.
  • Van Harpen, X. Y., ve Sriraman, B. (2013). Creativity and mathematical problem posing: an analysis of high school students' mathematical problem posing in China and the USA. Educational Studies in Mathematics, 82(2), 201–221.
  • Yıldırım, A., ve Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri (6. Baskı). İstanbul: Seçkin Yayıncılık.
  • Yin, R. (2003). Case study research: Design and methods. Thousand Oaks, California: Sage Publication
Toplam 59 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Research Article
Yazarlar

Fadime Ulusoy Bu kişi benim

İbrahim Kepceoglu Bu kişi benim

Yayımlanma Tarihi 1 Ocak 2018
Yayımlandığı Sayı Yıl 2018

Kaynak Göster

APA Ulusoy, F., & Kepceoglu, İ. (2018). İLKÖĞRETİM MATEMATİK ÖĞRETMEN ADAYLARININ YARI-YAPILANDIRILMIŞ PROBLEM KURMA BAĞLAMINDA OLUŞTURDUKLARI PROBLEMLERİN BAĞLAMSAL VE BİLİŞSEL YAPISI. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 19(3), 1910-1936. https://doi.org/10.29299/kefad.2018.19.03.004

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