Bir Matematik Öğretmeninin Doküman Oluşturma Sürecinin Eleştirel Düşünme Bağlamında Değerlendirilmesi

Abstract

This study’s purpose is to reveal the relationship between the experiences in the documentational process and critical thinking disposition of a mathematics teacher. Qualitative research methods were used in the research designed as case study. Research was carried out with one participant in order to realize in-depth and process orientated analysis. Participant-teacher was selected according to the purposive sampling method, the criteria of selection were to be in the first year in the profession, to be open to share her work and to be willing to participate to the research. Selection and implementation of data collection tools were carried out in accordance with the reflective model. Data were collected by video and audio recordings, semi-structured interviews, observations and researcher notes. In a first interview, the functioning and the purpose of the study were explained to the participant-teacher. Then, a schematic representation of her documentational system was requested, followed by a semi-structured interview. The participant was asked to prepare a lesson plan and related lessons were video-recorded. A semi-structured interview was held on the prepared lesson plan. The experiences of the participantteacher in documentational genesis process were analyzed by using content analysis techniques and categories were created. Within these categories, the participant’s critical thinking disposition was analyzed based on the sub-dimensions of UF/EMI Critical Thinking Disposition Scale (Engagement, Maturity and Innovativeness). In this context, it was tried to find out the participant teacher’s critical thinking disposition and how she reflects these dispositions to her lessons. According to the findings, it was explored that the mathematics teacher who has just started her profession had a high level of critical thinking disposition and was following the innovations. It was observed that she gave importance to problem solving and reasoning skills in her classroom. Besides, she was able to display a critical approach to the system, was able to show a self-criticism against herself and also was able to act objectively in the process.