Research Article
Az Gören Matematik Öğretmeni Adayının İlk Öğretim Uygulamaları Deneyimleri: Güçlükler ve Çözüm Önerileri
Abstract
Görme engelli bireylerin öğrenme süreçleri sıklıkla incelenirken, onların öğretmen olmalarına daha az önem verilmiştir. Bu durum, özellikle sembolik gösterimler ve diyagramlar gibi soyut ve görsel kavramları içeren içeriklerin öğretimi için güçlük olarak değerlendirilebilir. Bu çalışma, görme engelli öğretmen adaylarının ilk öğretmenlik deneyimleri sırasında karşılaştıkları zorlukları incelemekte ve olası çözümler önermektedir. Bu eylem araştırmasının katılımcısı, az gören bir matematik öğretmeni adayıdır. Veriler, bireysel görüşmeler, ders video kayıtları ve ders planı dokümanları aracılığıyla toplanmış ve içerik analizi yöntemi ile analiz edilmiştir. Üç eylem planının sonunda, katılımcıların öğretim uygulamalarında karşılaştıkları iletişim, sınıf yönetimi, ders planı tasarımı ve öğrencilerin düşünme becerilerine dikkat etme zorluklarına işlevsel çözümler sunulmuştur. Somut materyallerin kullanımı, hem grup çalışmasını hem de bireysel ilerlemeyi kolaylaştırmada etkili bir yöntem olduğu kanıtlamıştır ve bu nedenle az gören matematik öğretmenleri için önerilen çözümler araştırmanın birer önerisi olarak değerlendirilebilir.
References
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- Aktaş, F. N., & Argün, Z. (2021a). The needs and problems of individuals with visual impairment in mathematics education: The context of algebraic concepts. Ankara University Faculty of Educational Sciences Journal of Special Education, 22(3), 699-723. https://doi.org/10.21565/ozelegitimdergisi.750682
- Aktaş, F. N., Akyıldız, P., Dede, Y. (2021b). A model for developing preservice mathematics teachers’ mathematical language skills in the context of authentic assessment. In T. Barkatsas & T. McLaughlin (Eds.), Authentic assessment and evaluation approaches and practices in a digital era: A kaleidoscope of perspectives (pp. 116-141). Brill Sense. https://doi.org/10.1163/9789004501577_006
- Aktaş, F. N. (2022). Examination of thinking of students with visual impairment for the equation and inequality concepts. Educational Academic Research, 47, 68-79. https://doi.org/10.5152/AUJKKEF.2022.1053094
- Cinarbas, H. I., & Hos, R. (2020). Access to higher education for visually impaired students in Turkey: Disclosure, inclusion, and oppression of two pre-service teachers. International Journal of Disability, Development and Education, 1-18. https//doi.org/10.1080/1034912x.2020.1757626
- Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th edition). Boston: Pearson.
- Çakmak, S., Karakoç, T., & Şafak, P. (2016). Comparing functional vision skills of students with low vision in schools for the visually impaired and inclusive classrooms. Education and Science, 41(187), 165-179. https//doi.org/10.15390/EB.2016.6481
- Effendi, T., Suyudi, I., & Ali, A. J. A. K. N. (2021). EFL vision impaired teacher's classroom management in the eyes of his sighted teenaged students. TESOL International Journal, 16(1), 73-101.
- Erhardt, R.J., & Shuman, M.P. (2015) Assistive technologies for second-year statistics students who are blind. Journal of Statistics Education, 23(2), 1-28. https://doi.org/10.1080/10691898.2015.11889733
- Figueiras, L., & Arcavi, A. (2014). A touch of mathematics: coming to our senses by observing the visually impaired. ZDM Mathematics Education, 46, 123-133. https://doi.org/10.1007/s11858-013-0555-x
- Godfrey, A. J. R., & Loots M. T. (2015). Advice from blind teachers on how to teach statistics to blind students. Journal of Statistics Education, 23(3), 1-28. https://doi.org/10.1080/10691898.2015.11889746
- Guinan, H. (1997). ESL for students with visual impairments. Journal of Visual Impairment & Blindness, 91(6), 555-563. https://doi.org/10.1177/0145482X9709100607
- Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of public economics, 95(7-8), 798-812. https://doi.org/10.1016/j.jpubeco.2010.11.009
- Ingersoll, R.M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: a critical review of the research. Review of Educational Research, 81(2), 201-233. https://doi.org/10.3102/0034654311403323
- Juhász, A. (2011, January). Teaching in the dark: A visually impaired foreign language teacher in a sighted language classroom. In K. Balogné Bérces, K. Földváry, & R. Mészárosné Kórıs (Eds.), Proceedings book of the Hungarian Society for the Study of Englis, HUSSE10-Linx Conference (Vol. 27, pp. 56-65). Magyar Anglisztikai Társaság.
- Lima, J. M., & Ivy, S. E. (2017). Improving observation and practicum experiences for a preservice teacher with visual impairment through the use of assistive technology. Journal of Visual Impairment & Blindness, 111(6), 587–592. https://doi.org/10.1177/0145482x1711100609
- McNiff, J. (2002). Action research: Principles and practice. NY: Routledge.
- Meier, D., & Henderson, B. (2007). Learning from young children in the classroom: The art and science of teacher research. NY: Teachers College Press.
- Merri, M., & Monties-Cabot, R. (2005). The instruments for a blind teacher of English: The challenge of the board. European Journal of Psychology Education, 20, 409–422. https://doi.org/10.1007/BF03173565
- Mitchell, S. N., Reilly, R. C., & Logue, M. E. (2009). Benefits of collaborative action research for the beginning teacher. Teaching and Teacher Education, 25(2), 344-349. https://doi.org/10.1016/j.tate.2008.06.008
- Moore, M. (1994). The ecology of problem finding and teaching. In M. Runco (Ed.), Problem finding, problem solving, and creativity (pp. 174–187). Ablex.
- Onafowora, L. (2005). Teacher efficacy issues in the practice of novice teachers. Education Research Quarterly, 28(4), 34-43.
- Phelan, S. (1969). Methods and techniques of teaching math as a blind person. In W.F. Gallagher (Ed.), Employment of qualified blind teachers in teaching positions in the public school systems at both the elementary and the secondary grade levels (pp. 27-29). The Now York Association for the Blind and Social and Rehabilitation Service.
- Podolsky, A., Kini, T., & Darling-Hammond, L. (2019). Does teaching experience increase teacher effectiveness? A review of US research. Journal of Professional Capital and Community, 4(4), 286-308. https://doi.org/10.1108/JPCC-12-2018-0032
- Riddell, S., Wilson, A., & Tinklin, T. (2005). Disabled students in higher education: Perspectives on widening access and changing policy. London: Brunner-Routledge
- Special Education Services Regulation (2018). T.C. Resmi Gazete [official gazette], (30471), 7 July 2018, 22-77.
- Steffe, L. P., & Thompson, P. W. (2000). Teaching experiment methodology: Underlying principles and essential elements. In A. E., Kelly, & R. A., Lesh (Eds.), Handbook of research design in mathematics and science education, (pp. 267-306). Routledge.
- Stringer, E. (1996). Action research: A handbook for practitioners. London: Sage.
- Tarsidi, D. (2005, December). Teaching profession in Indonesian context. In International Conference on New Technologies and New Horizon for the Independent Life of Blind and Visually Impaired People - 20 Years Later. Italy. http://file.upi.edu/Direktori
- Tuncay, A. A., & Kizilaslan, A. (2022). Pre-service teachers’ sentiments, attitudes and concerns about inclusive education in Turkey. European Journal of Special Needs Education, 37(2), 309-322. https://doi.org/10.1080/08856257.2021.1873524
- Yu, S., & Chunlian, L. (2019). A personalized case: Methods of lecturing sighted students by late-blind teacher. International Journal of Special Education, 34(1), 123-128.
Early Teaching Experiences of Pre-Service Mathematics Teachers with Low Vision: Challenges and Proposed Solutions
Abstract
While the learning processes of individuals with visual impairment are frequently examined, less attention has been given to them becoming teachers. This may be considered problematic, particularly for teaching content that involves abstract and visual concepts, such as symbolic representations and diagrams. This study examines the challenges of pre-service teachers with visual impairment during their early teaching experiences and suggests possible solutions. The participant in this action research was a pre-service mathematics teacher with low vision. The data were collected through individual interviews, lesson video recordings, and lesson plan documents and analyzed with the content analysis method. At the end of the three action plans, functional solutions were presented to the communication, classroom management, lesson plan design, and attention to students thinking challenges that the participants encountered in their teaching practices. The utilisation of concrete materials proved an efficacious method of facilitating both group work and individual progress, and thus the solutions proposed for mathematics teachers with low vision may be regarded as recommendations.
Keywords
Pre-service mathematics teachers Visually impairment Low vision Teaching experience Action research
References
- Aktaş, F. N., & Argün, Z. (2020). Examination of mathematical language use of individuals with visual impairment in mathematical communication processes: The role of Braille. Turkish Journal of Computer and Mathematics Education, 11(1), 128-156. https://doi.org/10.16949/turkbilmat.602095
- Aktaş, F. N., & Argün, Z. (2021a). The needs and problems of individuals with visual impairment in mathematics education: The context of algebraic concepts. Ankara University Faculty of Educational Sciences Journal of Special Education, 22(3), 699-723. https://doi.org/10.21565/ozelegitimdergisi.750682
- Aktaş, F. N., Akyıldız, P., Dede, Y. (2021b). A model for developing preservice mathematics teachers’ mathematical language skills in the context of authentic assessment. In T. Barkatsas & T. McLaughlin (Eds.), Authentic assessment and evaluation approaches and practices in a digital era: A kaleidoscope of perspectives (pp. 116-141). Brill Sense. https://doi.org/10.1163/9789004501577_006
- Aktaş, F. N. (2022). Examination of thinking of students with visual impairment for the equation and inequality concepts. Educational Academic Research, 47, 68-79. https://doi.org/10.5152/AUJKKEF.2022.1053094
- Cinarbas, H. I., & Hos, R. (2020). Access to higher education for visually impaired students in Turkey: Disclosure, inclusion, and oppression of two pre-service teachers. International Journal of Disability, Development and Education, 1-18. https//doi.org/10.1080/1034912x.2020.1757626
- Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th edition). Boston: Pearson.
- Çakmak, S., Karakoç, T., & Şafak, P. (2016). Comparing functional vision skills of students with low vision in schools for the visually impaired and inclusive classrooms. Education and Science, 41(187), 165-179. https//doi.org/10.15390/EB.2016.6481
- Effendi, T., Suyudi, I., & Ali, A. J. A. K. N. (2021). EFL vision impaired teacher's classroom management in the eyes of his sighted teenaged students. TESOL International Journal, 16(1), 73-101.
- Erhardt, R.J., & Shuman, M.P. (2015) Assistive technologies for second-year statistics students who are blind. Journal of Statistics Education, 23(2), 1-28. https://doi.org/10.1080/10691898.2015.11889733
- Figueiras, L., & Arcavi, A. (2014). A touch of mathematics: coming to our senses by observing the visually impaired. ZDM Mathematics Education, 46, 123-133. https://doi.org/10.1007/s11858-013-0555-x
- Godfrey, A. J. R., & Loots M. T. (2015). Advice from blind teachers on how to teach statistics to blind students. Journal of Statistics Education, 23(3), 1-28. https://doi.org/10.1080/10691898.2015.11889746
- Guinan, H. (1997). ESL for students with visual impairments. Journal of Visual Impairment & Blindness, 91(6), 555-563. https://doi.org/10.1177/0145482X9709100607
- Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of public economics, 95(7-8), 798-812. https://doi.org/10.1016/j.jpubeco.2010.11.009
- Ingersoll, R.M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: a critical review of the research. Review of Educational Research, 81(2), 201-233. https://doi.org/10.3102/0034654311403323
- Juhász, A. (2011, January). Teaching in the dark: A visually impaired foreign language teacher in a sighted language classroom. In K. Balogné Bérces, K. Földváry, & R. Mészárosné Kórıs (Eds.), Proceedings book of the Hungarian Society for the Study of Englis, HUSSE10-Linx Conference (Vol. 27, pp. 56-65). Magyar Anglisztikai Társaság.
- Lima, J. M., & Ivy, S. E. (2017). Improving observation and practicum experiences for a preservice teacher with visual impairment through the use of assistive technology. Journal of Visual Impairment & Blindness, 111(6), 587–592. https://doi.org/10.1177/0145482x1711100609
- McNiff, J. (2002). Action research: Principles and practice. NY: Routledge.
- Meier, D., & Henderson, B. (2007). Learning from young children in the classroom: The art and science of teacher research. NY: Teachers College Press.
- Merri, M., & Monties-Cabot, R. (2005). The instruments for a blind teacher of English: The challenge of the board. European Journal of Psychology Education, 20, 409–422. https://doi.org/10.1007/BF03173565
- Mitchell, S. N., Reilly, R. C., & Logue, M. E. (2009). Benefits of collaborative action research for the beginning teacher. Teaching and Teacher Education, 25(2), 344-349. https://doi.org/10.1016/j.tate.2008.06.008
- Moore, M. (1994). The ecology of problem finding and teaching. In M. Runco (Ed.), Problem finding, problem solving, and creativity (pp. 174–187). Ablex.
- Onafowora, L. (2005). Teacher efficacy issues in the practice of novice teachers. Education Research Quarterly, 28(4), 34-43.
- Phelan, S. (1969). Methods and techniques of teaching math as a blind person. In W.F. Gallagher (Ed.), Employment of qualified blind teachers in teaching positions in the public school systems at both the elementary and the secondary grade levels (pp. 27-29). The Now York Association for the Blind and Social and Rehabilitation Service.
- Podolsky, A., Kini, T., & Darling-Hammond, L. (2019). Does teaching experience increase teacher effectiveness? A review of US research. Journal of Professional Capital and Community, 4(4), 286-308. https://doi.org/10.1108/JPCC-12-2018-0032
- Riddell, S., Wilson, A., & Tinklin, T. (2005). Disabled students in higher education: Perspectives on widening access and changing policy. London: Brunner-Routledge
- Special Education Services Regulation (2018). T.C. Resmi Gazete [official gazette], (30471), 7 July 2018, 22-77.
- Steffe, L. P., & Thompson, P. W. (2000). Teaching experiment methodology: Underlying principles and essential elements. In A. E., Kelly, & R. A., Lesh (Eds.), Handbook of research design in mathematics and science education, (pp. 267-306). Routledge.
- Stringer, E. (1996). Action research: A handbook for practitioners. London: Sage.
- Tarsidi, D. (2005, December). Teaching profession in Indonesian context. In International Conference on New Technologies and New Horizon for the Independent Life of Blind and Visually Impaired People - 20 Years Later. Italy. http://file.upi.edu/Direktori
- Tuncay, A. A., & Kizilaslan, A. (2022). Pre-service teachers’ sentiments, attitudes and concerns about inclusive education in Turkey. European Journal of Special Needs Education, 37(2), 309-322. https://doi.org/10.1080/08856257.2021.1873524
- Yu, S., & Chunlian, L. (2019). A personalized case: Methods of lecturing sighted students by late-blind teacher. International Journal of Special Education, 34(1), 123-128.
There are 31 citations in total.
Details
| Primary Language | English |
|---|---|
| Subjects | Mathematics Education |
| Journal Section | Articles |
| Authors | |
| Publication Date | April 30, 2025 |
| Submission Date | July 8, 2024 |
| Acceptance Date | February 18, 2025 |
| Published in Issue | Year 2025 Volume: 45 Issue: 1 |
