Scaffolding students in non-routine problem solving environment: The case of two mathematics teachers<p>Rutin olmayan problem çözme sürecinde öğrencilerin desteklenmesi: İki matematik öğretmeninin durumu
Keywords:
Scaffolding, non-routine problem solving, middle school, mathematics, content analysis, Öğrenme desteği, rutin olmayan problem, ortaokul, matematik, içerik analiziAbstract
The task of the teacher in designing learning environments and in guiding students throughout learning activities can be generally defined as scaffolding. Most of the students have difficulties in solving non-routine problems and cannot effectively use problem solving strategies. In this study, scaffoldings offered by the teachers for solving non-routine problems were examined using scaffolding techniques determined by Roehler and Cantlon (1997). Two mathematics teachers were participated in the study and the data were collected in an optional mathematics course for sixth graders via video-record of the teachers’ discourses on the solution of a same non-routine problem. The data were analysed using content analysis technique. The results showed that teachers intervened intensively in terms of scaffolding and the aims of these interventions mostly consisted of focusing students’ attention on the task and its accomplishment; while students centred techniques were less utilized. The results also showed that, although the scaffoldings provided by the teachers vary according to the way chosen for introducing the problem, they provided a dynamic and multi-dimensional scaffolding instead of adopting a fixed and unidimensional scaffolding.
Extended English abstract is in the end of Full Text PDF (TURKISH) file.
Özet
Öğretmenin hedeflenen öğrenmelerin gerçekleşmesi için öğrenme ortamlarını oluşturması ve öğrencilerin çalışmalarına rehberlik etmesi en genel anlamda öğrenme desteği veya kısaca destek olarak tanımlanabilir. Bu çalışmada öğrencilerin önemli güçlükler yaşadıkları, problem çözme stratejilerini etkin ve uygun biçimde kullanamadıkları rutin olmayan problemlerin çözümü için öğretmenlerin sınıf ortamında verdikleri destekler Roehler ve Cantlon (1997) tarafından belirlenen destek türleri çerçevesinde incelenmiştir. Çalışmanın verileri iki matematik öğretmeninin 6. sınıf matematik uygulamaları dersi kapsamında aynı rutin olmayan matematik probleminin öğrenciler tarafından çözümü sırasındaki eylem ve söylemlerinin kaydedilmesi ile toplanmıştır. Veriler içerik analizi ile çözümlenmiştir. Çalışmanın bulguları, öğretmenlerin yoğun bir destek verme eğiliminde olduklarını, öğrencilerin problemin çözümüne ulaşmalarını ve görevden kopmamalarını sağlayacak destek türlerini daha ağırlıklı olarak kullandıklarını ve öğrenciyi sürecin merkezine oturtan destek türlerine daha az yer verdiklerini göstermektedir. Bulgular diğer yandan öğretmenlerin desteğinin problemin tanıtılması için seçilen yaklaşıma bağlı olarak değiştiğini ve öğretmenlerin sabit ve tek yönlü bir destek yerine çok yönlü ve dinamik bir destek yaklaşımı benimsediklerini göstermektedir.
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