MATEMATİK ÖĞRETMEN ADAYLARINI TEKNOLOJİ DESTEKLİ MATEMATİK ÖĞRETİMİNE HAZIRLAMADA VİDEO SİMÜLASYONLARININ KULLANIMI

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. 

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