Akademik Veri Yönetim Sistemi
Tezin Türü: Doktora
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü, Türkiye
Tezin Onay Tarihi: 2015
Öğrenci: DUYGU ÖREN VURAL
Danışman: BÜLENT ÇETİNKAYA
Özet:The purpose of this qualitative study is to investigate in-service secondary school mathematics teachers’ mathematics related beliefs, to explore changes in their beliefs after they participated in a one-year professional development program (PDP) based on mathematical modelling as well as teachers’ perception about the effects of PDP on their belief change. Semi-structured interviews and an open-ended analogy questionnaire were the main data sources. Results showed that most of the teachers held more than one category of beliefs, such as teachers held beliefs about certainty of results and existence of different ways of solutions for a mathematical problem, or beliefs about solving too many practice questions for teaching and learning concepts and making relations between concepts simultaneously. Instrumental and problems solving beliefs, content-focused with emphasis on performance and content-focused with emphasis on conceptual understanding beliefs, and skill-mastery with passive reception of knowledge and conceptual understanding with unified knowledge beliefs were the most frequently holding beliefs among teachers. Data analysis indicated that, after PDP there were category change in some teachers’ beliefs. Also, most of the teachers’ beliefs about mathematical problems and problem solving, learning and teaching either changed or teachers developed new beliefs. Moreover, teachers reported PDP’s influence especially on their beliefs about teaching and learning mathematics. Weekly meetings, classroom implementations as well as the collaboration occurred and support offered in meetings was found as most the influential elements of PDP for the change and development of their beliefs.