BibTex RIS Cite

Beşinci Sınıf Matematiksel Söylem Üzerine Bir Durum Çalışması

Year 2015, Volume: 14 Issue: 1, 299 - 322, 01.06.2015
https://doi.org/10.21547/jss.256779

Abstract

Bu çalışmanın amacı bir ilköğretim matematik sınıfındaki matematiksel söylemin analiz edilmesi ve yorumlanmasıdır. Sınıf söyleminin incelenmesi için bir beşinci sınıfın yirmi matematik dersi on altı hafta boyunca incelenmiştir. Analizler Öğrenci Öğrenmesini temel kategori olarak merkeze almıştır. Bu kategori İçerik ve Öğrenme olmak üzere iki alt kategoriye ayrılmıştır. Türkiye’de son yıllarda sürmekte olan reform hareketlerinin aksine, bulgular öğretmen merkezli öğretimin yoğun olarak devam ettiğini göstermektedir. Her ne kadar gözlem yapılan dersler matematiksel söylemin etkili özelliklerine sahip olmasa da sınıf içi uygulamalarda öğretmenlerin matematiksel içerik ile diğer disiplinler ve günlük hayat ile ilişki kurdukları ve öğrencileri de bu tür ilişkileri kurma konusunda teşvik ettikleri görülmüştür. Bu tür uygulamalar ilköğretim matematik dersi programı ile uyumludur

References

  • Arık, G. (2007). İlköğretim matematik dersi öğretim programı 3–5.sınıf sayılar öğrenme alanı kazanımlarının NCTM standartları ve Singapur kazanımlarına göre değerlendirilmesi. Unpublished Master Thesis. Gazi Üniversitesi, Ankara.
  • Babadoğan, C. & Olkun, S. (2006). Program development models and reform in Turkish primary school mathematics curriculum. International Journal for Mathematics Teaching and Learning. Retrieved July 8, 2009, from http://www.cimt.plymouth.ac.uk/journal/default.htm
  • Brophy, J. E. (1999). Teaching (Education Practices Series No.1). Geneva, Switzerland: International Bureau of Education. Retrieved June 15, 2009, from http://www.ibe.unesco.org
  • Bulut, M. (2007). Curriculum reform in Turkey: A case of primary school mathematics curriculum. Eurasia Journal of Mathematics, Science & Technology Education, 3, 203-212.
  • Bulut, S., & Koç, Y. (2006). Yeni matematik dersi öğretim programı. Çoluk Çocuk, 61, 27-31.
  • Clement, L. (1997, November 14). If they’re talking, they’re learning? Teachers’ interpretations of meaningful mathematical discourse. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.
  • CMSI (2007). Mathematics classroom observation guide: Directions for Use. Retrieved in March 15, 2008 from http://cmsi.cps.k12.il.us/ViewNews Details.aspx?pid=81&id=7450 .
  • Cobb, P., Yackel, E., & Wood, T. (1992). A constructivist alternative to the representational view of mind in mathematics education. Journal for Research in Mathematics Education, 23, 2–33.
  • Doğan, O. (2006). A study on pattern of 6th grade elementary mathematics lessons. Master’s Thesis, Middle East Technical University, Ankara.
  • Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses. London: Taylor & Garvey.
  • Green, K. H., & Johnson, E. L. (2007). Promoting mathematical communication and community via blackboard. Problems, Resources, and Issues in Mathematics Undergraduate Studies, 17, 325-337.
  • Harbaugh, A. P. (2005). Authoritative discourse in the middle school mathematics classroom: A case study. Dissertation Abstracts International, (UMI No: 3189557).
  • Hiebert, J., & Wearne, D. (1993). Instructional tasks, classroom discourse, and students' learning in second-grade arithmetic. American Educational Research Journal, 30, 393-425.
  • Kaytan, E. (2007). Türkiye, Singapur ve İngiltere ilköğretim matematik öğretim programlarının karşılaştırılması. Unpublished Master’s Thesis. Hacettepe University, Ankara.
  • Kazemi, E. & Stipek, D. (2001). Promoting conceptual thinking in four upperelementary mathematics classrooms. The Elementary School Journal, 102, 59-80.
  • Koç, K., Işıksal, M & Bulut, S, (2007). The elementary school curriculum reform in Turkey. International Education Journal, 8, 30-39.
  • Lampert, M. (1989). Choosing and using mathematical tools in classroom discourse. In J. E. Brophy (Ed.). Advances in research on teaching, Vol. 1 (pp. 223-264). Greenwich, CT: JAI Press.
  • Lampert, M. (1990). When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching. American Educational Research Journal, 27, 29–63
  • McClain, K., McGatha, M. & Hodge, L. (2000). Improving data analysis through discourse. Mathematics Teaching in the Middle School, 5, 548-553.
  • McCrone, S. S. (1997). Student interactions and mathematics discourse: A study of the development of discussions in a fifth grade classroom. Dissertation Abstracts International, (UMI No: 9730833).
  • McCrone, S. S. (2005). The development of mathematical discussions: An investigation in a fifth-grade classroom. Mathematical Thinking and Learning, 7, 111-133
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Boss.
  • Ministry of National Education, Educational Research and Development Directorate. (MEB-EARGED). (2007). Mathematics report of level determination examination (LDE) 2005. Ankara: MoNE.
  • Ministry of National Education [MoNE] (2005). İlköğretim 1–5 sınıf programları tanıtım el kitabı. Ankara: MoNE.
  • Moore, J. (2002). African american male students’ perception of a mathematics learning environment. Academic Exchange Quarterly, 6, 177-182
  • National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics. Reston, VA: The National Council of Teachers of Mathematics.
  • National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: The National Council of Teachers of Mathematics.
  • Nathan, M. J., & Knuth E. J. (2003). A study of whole classroom mathematical discourse and teacher change. Cognition and Instruction, 21, 175-207.
  • Pirie, S. E. B., & Schwarzenberger, R. L. E. (1988). Mathematical discussion and mathematical understanding. Educational Studies in Mathematics, 19, 459-470.
  • Sfard, A. (2001). There is more to discourse than meets the ears: Looking at thinking as communicating to learn more about mathematical learning. Educational Studies in Mathematics, 46, 13-57.
  • Sherin, M. G. (2002). A balancing act: Developing a discourse community in a mathematics classroom. Journal of Mathematics Teaching Education, 5, 205-233.
  • Stipek, D., Salmon, J.M., Givvin, K.B., Kazemi, E., Saxe, G., & MacGyvers, V.L. (1998). The value (and convergence) of practices suggested by motivation research and promoted by mathematics education reformers. Journal for Research in Mathematics Education, 29, 465-488.
  • Truxaw, M. P. & DeFranco, T. C. (2005, October). Models of teaching to promote mathematical meaning: Unpacking discourse in middle grades mathematics classes. In Lloyd, G. M., Wilson, M., Wilkins, J. L. M., & Behm, S. L. (Eds.), Paper presented at the 27th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Virginia Tech.
  • Umay, A., Akkuş, O., & Duatepe, A. (2006). An investigation of 1-5 grades mathematics curriculum by considering NCTM principles and standards. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 31, 198-211.
  • Yackel, E. (2002). What we can learn from analyzing the teacher’s role in collective argumentation. Journal of Mathematical Behavior, 21, 423-440
  • Yackel, E. & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27, 458-477.
  • Zolkower, B. & Shreyar, S. (2007). A teacher’s mediation of a thinking-aloud discussion in a 6th grade mathematics classroom. Educational Studies in Mathematics, 65, 177-202.

A Case Study on Mathematical Classroom Discourse in a Fifth Grade Classroom

Year 2015, Volume: 14 Issue: 1, 299 - 322, 01.06.2015
https://doi.org/10.21547/jss.256779

Abstract

The purpose of this study was to analyze and interpret characteristics of classroom discourse of an elementary mathematics classroom. To examine the classroom discourse, a fifth grade mathematics classroom was observed during sixteen weeks, and twenty lesson hours in total. The analysis was based on Student Learning as the main category, which was further divided into two sub-categories, including content and learning. Results showed that despite the recent reform efforts in school mathematics in Turkey; still teacher-centered instruction continues to be the dominating instructional method. Although the results did not meet the assumptions of discursive classroom at all; based on the results, it could be said that in classroom practices, mathematics teachers try to make connections between mathematical content and other disciplines where they tried to give examples from real-world situations and also encourage students in that way; as pointed out in the school mathematics curriculum

References

  • Arık, G. (2007). İlköğretim matematik dersi öğretim programı 3–5.sınıf sayılar öğrenme alanı kazanımlarının NCTM standartları ve Singapur kazanımlarına göre değerlendirilmesi. Unpublished Master Thesis. Gazi Üniversitesi, Ankara.
  • Babadoğan, C. & Olkun, S. (2006). Program development models and reform in Turkish primary school mathematics curriculum. International Journal for Mathematics Teaching and Learning. Retrieved July 8, 2009, from http://www.cimt.plymouth.ac.uk/journal/default.htm
  • Brophy, J. E. (1999). Teaching (Education Practices Series No.1). Geneva, Switzerland: International Bureau of Education. Retrieved June 15, 2009, from http://www.ibe.unesco.org
  • Bulut, M. (2007). Curriculum reform in Turkey: A case of primary school mathematics curriculum. Eurasia Journal of Mathematics, Science & Technology Education, 3, 203-212.
  • Bulut, S., & Koç, Y. (2006). Yeni matematik dersi öğretim programı. Çoluk Çocuk, 61, 27-31.
  • Clement, L. (1997, November 14). If they’re talking, they’re learning? Teachers’ interpretations of meaningful mathematical discourse. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.
  • CMSI (2007). Mathematics classroom observation guide: Directions for Use. Retrieved in March 15, 2008 from http://cmsi.cps.k12.il.us/ViewNews Details.aspx?pid=81&id=7450 .
  • Cobb, P., Yackel, E., & Wood, T. (1992). A constructivist alternative to the representational view of mind in mathematics education. Journal for Research in Mathematics Education, 23, 2–33.
  • Doğan, O. (2006). A study on pattern of 6th grade elementary mathematics lessons. Master’s Thesis, Middle East Technical University, Ankara.
  • Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses. London: Taylor & Garvey.
  • Green, K. H., & Johnson, E. L. (2007). Promoting mathematical communication and community via blackboard. Problems, Resources, and Issues in Mathematics Undergraduate Studies, 17, 325-337.
  • Harbaugh, A. P. (2005). Authoritative discourse in the middle school mathematics classroom: A case study. Dissertation Abstracts International, (UMI No: 3189557).
  • Hiebert, J., & Wearne, D. (1993). Instructional tasks, classroom discourse, and students' learning in second-grade arithmetic. American Educational Research Journal, 30, 393-425.
  • Kaytan, E. (2007). Türkiye, Singapur ve İngiltere ilköğretim matematik öğretim programlarının karşılaştırılması. Unpublished Master’s Thesis. Hacettepe University, Ankara.
  • Kazemi, E. & Stipek, D. (2001). Promoting conceptual thinking in four upperelementary mathematics classrooms. The Elementary School Journal, 102, 59-80.
  • Koç, K., Işıksal, M & Bulut, S, (2007). The elementary school curriculum reform in Turkey. International Education Journal, 8, 30-39.
  • Lampert, M. (1989). Choosing and using mathematical tools in classroom discourse. In J. E. Brophy (Ed.). Advances in research on teaching, Vol. 1 (pp. 223-264). Greenwich, CT: JAI Press.
  • Lampert, M. (1990). When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching. American Educational Research Journal, 27, 29–63
  • McClain, K., McGatha, M. & Hodge, L. (2000). Improving data analysis through discourse. Mathematics Teaching in the Middle School, 5, 548-553.
  • McCrone, S. S. (1997). Student interactions and mathematics discourse: A study of the development of discussions in a fifth grade classroom. Dissertation Abstracts International, (UMI No: 9730833).
  • McCrone, S. S. (2005). The development of mathematical discussions: An investigation in a fifth-grade classroom. Mathematical Thinking and Learning, 7, 111-133
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Boss.
  • Ministry of National Education, Educational Research and Development Directorate. (MEB-EARGED). (2007). Mathematics report of level determination examination (LDE) 2005. Ankara: MoNE.
  • Ministry of National Education [MoNE] (2005). İlköğretim 1–5 sınıf programları tanıtım el kitabı. Ankara: MoNE.
  • Moore, J. (2002). African american male students’ perception of a mathematics learning environment. Academic Exchange Quarterly, 6, 177-182
  • National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics. Reston, VA: The National Council of Teachers of Mathematics.
  • National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: The National Council of Teachers of Mathematics.
  • Nathan, M. J., & Knuth E. J. (2003). A study of whole classroom mathematical discourse and teacher change. Cognition and Instruction, 21, 175-207.
  • Pirie, S. E. B., & Schwarzenberger, R. L. E. (1988). Mathematical discussion and mathematical understanding. Educational Studies in Mathematics, 19, 459-470.
  • Sfard, A. (2001). There is more to discourse than meets the ears: Looking at thinking as communicating to learn more about mathematical learning. Educational Studies in Mathematics, 46, 13-57.
  • Sherin, M. G. (2002). A balancing act: Developing a discourse community in a mathematics classroom. Journal of Mathematics Teaching Education, 5, 205-233.
  • Stipek, D., Salmon, J.M., Givvin, K.B., Kazemi, E., Saxe, G., & MacGyvers, V.L. (1998). The value (and convergence) of practices suggested by motivation research and promoted by mathematics education reformers. Journal for Research in Mathematics Education, 29, 465-488.
  • Truxaw, M. P. & DeFranco, T. C. (2005, October). Models of teaching to promote mathematical meaning: Unpacking discourse in middle grades mathematics classes. In Lloyd, G. M., Wilson, M., Wilkins, J. L. M., & Behm, S. L. (Eds.), Paper presented at the 27th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Virginia Tech.
  • Umay, A., Akkuş, O., & Duatepe, A. (2006). An investigation of 1-5 grades mathematics curriculum by considering NCTM principles and standards. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 31, 198-211.
  • Yackel, E. (2002). What we can learn from analyzing the teacher’s role in collective argumentation. Journal of Mathematical Behavior, 21, 423-440
  • Yackel, E. & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27, 458-477.
  • Zolkower, B. & Shreyar, S. (2007). A teacher’s mediation of a thinking-aloud discussion in a 6th grade mathematics classroom. Educational Studies in Mathematics, 65, 177-202.
There are 37 citations in total.

Details

Other ID JA33BP32TE
Journal Section Article
Authors

Şule Şahin Doğruer

Mine Işıksal This is me

Yusuf Koç This is me

Publication Date June 1, 2015
Submission Date June 1, 2015
Published in Issue Year 2015 Volume: 14 Issue: 1

Cite

APA Şahin Doğruer, Ş., Işıksal, M., & Koç, Y. (2015). A Case Study on Mathematical Classroom Discourse in a Fifth Grade Classroom. Gaziantep University Journal of Social Sciences, 14(1), 299-322. https://doi.org/10.21547/jss.256779

Cited By