MATEMATİK ÖĞRETMEN ADAYLARINI TEKNOLOJİ DESTEKLİ MATEMATİK ÖĞRETİMİNE HAZIRLAMADA VİDEO SİMÜLASYONLARININ KULLANIMI

Authors

Abstract

USE OF VIDEO SIMULATIONS TO PREPARE PRE-SERVICE MATHEMATICS TEACHERS FOR TECHNOLOGY BASED MATHEMATICS TEACHING

 

This study examines the results of a course designed for pre-service primary mathematics teachers to develop skills in technology-based mathematics teaching. Instrumental Orchestration Theoretical Framework and Teacher Moves Theoretical Framework were used for pre-service teachers to acquire these skills. Video simulation tasks were used to enable pre-service teachers to develop skills in technology-based mathematics teaching by making use of these theoretical frameworks. Video simulation tasks represent a process in which pre-service teachers design, act and videotape a scenario for a mathematics lesson. In the video simulation tasks, the pre-service teachers prepared scenarios for technology-based mathematics teaching by using the aforementioned theoretical frameworks, took a role and filmed them on video. The data of the study consists of four videos obtained from the first and second simulation tasks by two groups of pre-service teachers and short interviews in which each group gave information about the video preparation process. Nvivo qualitative data analysis program was used in the analysis of the data. The videos were analyzed in terms of the effective use of technology in the emerging types of orchestration and teacher moves, and their areas of improvement were determined. According to the findings of the study, an improvement was observed in the second video simulations of the pre-service teachers compared to the first simulations. Video simulation tasks have been seen as a method that provides improvement in the pre-service teachers’ lesson planning and implementation skills for technology-based mathematics teaching.

Keywords: Technology based mathematics teaching, instrumental orchestration, teacher moves, video simulation tasks, pre-service mathematics teacher, teacher education.

Öz

Bu çalışma ilköğretim matematik öğretmeni adaylarının teknoloji destekli matematik öğretiminde beceri geliştirmesi için tasarlanan bir derse ilişkin sonuçları incelemektedir. Öğretmen adaylarının söz konusu becerileri edinmelerinde Enstrümantal Orkestrasyon Kuramsal Çerçevesi ve Öğretmen Eylemleri Kuramsal Çerçevesinden yararlanılmıştır. Öğretmen adaylarının bu kuramsal çerçevelerden faydalanarak teknoloji destekli matematik öğretiminde becerilerinin gelişimini sağlamak amacıyla video simülasyon görevleri kullanılmıştır. Video simülasyon görevleri öğretmen adaylarının bir matematik dersi için senaryo tasarladığı, rol aldığı ve videoya çektiği bir süreci ifade etmektedir. Öğretmen adayları video simülasyon görevlerinde sözü edilen kuramsal çerçevelerden faydalanarak teknoloji destekli matematik öğretimine yönelik senaryolar hazırlamış, rol almış ve videoya çekmiştir. Çalışmanın verileri, iki grup öğretmen adayının birinci ve ikinci simülasyon görevlerinden elde edilen dört video ve her grubun video hazırlama süreci hakkında bilgi verdiği kısa görüşmelerden oluşmaktadır. Verilerin analizinde NVivo nitel veri analizi programı kullanılmıştır. Videolar, ortaya çıkan orkestrasyon türleri ve öğretmen eylemlerinde teknolojinin etkili kullanımı açısından analiz edilmiş ve gelişmeye açık alanları belirlenmiştir. Çalışmanın bulgularına göre öğretmen adaylarının ikinci video simülasyonlarında birinci simülasyonlarına göre gelişme gözlenmiştir. Video simülasyon görevleri, öğretmen adaylarının teknoloji destekli matematik öğretimine yönelik ders planlama ve uygulama becerilerinde gelişme sağlayan bir yöntem olarak görülmüştür.

Keywords: Teknoloji destekli matematik öğretimi, enstrümantal orkestrasyon, öğretmen eylemleri, video simülasyon görevleri, matematik öğretmen adayı, öğretmen eğitimi. 

REFERENCES  

Akyüz, D. (2016). Farklı öğretim yöntemleri ve sınıf seviyesine göre öğretmen adaylarının TPAB analizi. Türk Bilgisayar ve Matematik Eğitimi Dergisi, 7(1), 89-111.

Amador, J. M. (2017). Preservice teachers’ video simulations and subsequent noticing: a practice-based method to prepare mathematics teachers, Research in Mathematics Education, 19:3, 217-235.

Amador, J. M. (2018). Video simulations to develop preservice mathematics teachers’ discourse practices. Technology, Pedagogy and Education27(1), 1-14.

Beth A. Herbel-Eisenmann, Michael D. Steele, & Michelle Cirillo. (2013). (Developing) Teacher Discourse Moves: A Framework for Professional Development. Mathematics Teacher Educator1(2), 181–196.

Bozkurt, G., & Koyunkaya, M. Y. (2020). Preparing prospective mathematics teachers to design and teach technology-based lessons. In Conference on Technology in Mathematics Teaching–ICTMT 14 (p. 255).

Carr, W., & Kemmis, S. (1986). Becoming critical: education knowledge and action research. London: Routledge-Falmer.

Cayton, C. S. A. (2012). Teachers' Implementation of Pre-Constructed Dynamic Geometry Tasks in Technology-Intensive Algebra 1 Classrooms. North Carolina State University.

Chapin, S. H., O’Connor, C., & Anderson, N. C. (2009).  Classroom discussions: Using math talk to help students learn. Sausolito, CA: Math Solutions. DOI: 10.1080/14794802.2017.1315317

Drijvers, P., Tacoma, S., Besamusca, A. vd., (2013). Digital resources inviting changes in mid-adopting teachers’ practices and orchestrations. ZDM Mathematics Education 45, 987–1001. https://doi.org/10.1007/s11858-013-0535-1

Drijvers, P., Doorman, M., Boon, P. Et al (2010). The teacher and the tool: instrumental orchestrations in the technology-rich mathematics classroom. Educ Stud Math 75, 213–234. https://doi.org/10.1007/s10649-010-9254-5 

Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & education59(2), 423-435.

González, G., & DeJarnette, A. F. (2013). Leading classroom discussions. Mathematics Teaching in the Middle School18(9), 544-551.

Guin, D., & Trouche, L. (2002). Mastering by the teacher of the instrumental genesis in CAS environments: necessity of intrumental orchestrations. Zentralblatt für Didaktik der Mathematik34(5), 204-211.

Hechter, R. P., & Vermette, L. A. (2013). Technology integration in K-12 science classrooms: an analysis of barriers and implications. Themes in Science and Technology Education, 6(2), 73–90.

Herbel-Eisenmann, B. A., Steele, M. D., & Cirillo, M. (2013). (Developing) teacher discourse moves: A framework for professional development. Mathematics Teacher Educator1(2), 181-196. https://doi.org/10.5951/mathteaceduc.1.2.0181 

Jackson, K., & Bazeley, P. (2019). Qualitative data analysis with NVivo. Sage.

Kemmis, S., & McTaggart, R. (2000). Participatory action research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 567-607). Thousand Oaks, CA: Sage. 

Mertler, C. A. & Charles, C. M. (2011). Introduction to educational research (7th ed.). Boston: Pearson. 

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017-1054.

Ottenbreit-Leftwich, A., Liao, J. Y. C., Sadik, O., & Ertmer, P. (2018). Evolution of teachers’ technology integration knowledge, beliefs, and practices: How can we support beginning teachers use of technology?. Journal of Research on Technology in Education50(4), 282-304.

Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications. 

Ruthven K. (2014). Frameworks for Analysing the Expertise That Underpins Successful Integration of Digital Technologies into Everyday Teaching Practice. In: Clark-Wilson A., Robutti O., Sinclair N. (eds) The Mathematics Teacher in the Digital Era. Mathematics Education in the Digital Era, vol 2. Springer, Dordrecht.

Ruthven, K. (2009). Towards a naturalistic conceptualisation of technology integration in classroom practice: The example of school mathematics. Éducation et didactique, (3-1), 131-159.

Santagata, R., & Taylor, K. (2018). Novice teachers’ use of student thinking and learning as evidence of teaching effectiveness: A longitudinal study of video enhan-ced teacher preparation. Contemporary Issues in Technology and Teacher Education, 18(1), 11-28.

Tabach, M. (2013). Developing a general framework for instrumental orchestration. Proceedings of 8 th Congress of European Research in Mathematics Education. Antalya, Türkiye

Tondeur, J., Pareja Roblin, N., van Braak, J., Voogt, J., & Prestridge, S. (2017). Preparing beginning teachers for technology integration in education: Ready for take-off?. Technology, Pedagogy and Education26(2), 157-177.

Trouche, L. (2004). Managing the complexity of human/machine interactions in computerized learning environments: Guiding students’ command process through instrumental orchestrations. International Journal of Computers for mathematical learning9(3), 281-307.

Downloads

Published

2022-04-30

Issue

Section

Research Article