Murat Altun

Matematik Okuryazarlığı Soru Yazma Süreç ve Becerilerinin Gelişimi

This study aimed to evaluate an instructional activity designed for providing preservice teachers with the mathematical literacy questions choosing and writing skills. The study was conducted with the mathematics group students of the pedagogical formation program. The data for creating the content of the instruction was obtained from the PISA applications and the related literature. The data for developing the instruction was obtained from the video recordings of the classes during the application process and the data for evaluating the instruction was obtained from the pretests and posttests, observations and interviews. The research findings showed that the preservice teachers were interested in the subject and actively participated in the instructional process. It was observed at the end of the applications that preservice teachers’ levels of mathematical literacy awareness increased and their skills of question choosing and writing in the field improved. Furthermore, it was concluded that there were opportunities and challenges confronted by the preservice teachers in the process of question writing. It was accordingly decided that life experiences, topics of limitation or exemplifications through representations such as pictures and videos proved to be opportunities for the preservice teachers. It was recommended that the instruction within the scope of the study would be enhanced and included in the undergraduate programs.

Matematik Okuryazarlığı Problemleri İçin Yeni Bir Sınıflama Önerisi

The improvement of mathematical literacy level remains one of the fundamental problems of primary education in Turkey. In that case there is need to know students’ difficulties at solving mathematical literacy problems. This study reveals the difficulties encountered by Turkish students when solving mathematical literacy problems through the factors formed based on the structural characteristics of the questions addressed. A total of 435 middle school students (8th grade) were asked mathematical literacy questions. The data obtained from student responses were subjected to factor analysis. A six-factor structure was obtained at the end of the analysis. The obtained factors were found to have adequate variance in explaining mathematical literacy. These factors were named as making algorithmic operations, mastering rich mathematical content, mathematical inference, developing mathematical proposals and interpreting a developed proposal, understanding the mathematical equivalence of real world situations, and understanding the counterpart of mathematical language in life. The students failed in the factors of mathematical inference, developing mathematical proposals and interpreting a developed proposal, and understanding the mathematical equivalence of real world situations. The results of this study can be guiding for analyzing mathematical literacy achievement, developing a mathematical literacy scale, developing mathematics curricula, and organizing its instruction.

Matematik Öğretmenlerinin İdeal Geometri Öğretimine İlişkin İnançları ile Öğretim Uygulamaları Arasındaki Uyumsuzluklar

This study is an attempt to reveal which teaching models are adopted more by mathematics teachers in Turkey, how they conduct geometry courses and the views on an effective geometry courses. The research is case study. Eight teachers, each with 8 hours, were observed for 64 periods in geometry courses. After that, semi-structured interviews (30-35 minutes) were carried out with them. The data were analysed using content analysis. As a result of analysis, it was shown that teachers subscribed to constructivist approach in interviews, although they used traditional teaching methods in their lessons. Consistencies between teachers’ behaviours and statements were examined in terms of effective mathematics teaching. Consequently, the inconsistencies were observed about problem solving and associating mathematics with real life. It was thought that putting in practise the reforms on education would help for overcoming these inconsistencies.