Ortaöğretim matematik öğretmen adaylarının matematiksel modelleme ve modelleme pedagojisi üzerine düşüncelerinin bir modelleme dersi süresince incelenmesi.

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Tezin Türü: Doktora

Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Türkiye

Tezin Onay Tarihi: 2014

Tezin Dili: İngilizce

Öğrenci: Himmet Korkmaz

Danışman: AYHAN KÜRŞAT ERBAŞ

Özet:

The purpose of this study is to investigate the evolution of prospective secondary mathematics teachers’ thinking about mathematical modeling and pedagogical knowledge of mathematical modeling throughout a modeling course designed for teachers. This study utilizes case study as a research design. The participants were 25 prospective secondary mathematics teachers enrolled in a course entitled “Mathematical Modeling for Prospective Teachers” in a public university, in Ankara during the spring semester of 2011-2012. Data were collected through six modeling activities, participants’ working sheets on the modeling activities, pre- and post-survey forms related to pedagogy of modeling, semi-structured interviews, field notes, videotaped classroom discussions, classroom observation notes, and students’ way of thinking sheets. The data were analyzed by using qualitative methods. The results of the study demonstrated that prospective teachers developed positive views about mathematical modeling and about the use of mathematical modeling activities in the classroom settings. Prospective teachers’ conceptions about mathematical modeling changed from modeling as concrete materials and visualization to modeling as relating mathematics to real life. Another important finding is that prospective teachers developed significant ideas about the knowledge and skills needed for teachers to teach mathematics through modeling. The prospective teachers also emphasized the importance of teachers’ role in the modeling process. It was concluded that the course contributed significantly to the prospective teachers’ thinking about pedagogy of modeling.