Abstract: In this research conducted with 35 mathematics teachers selected by stratified co-probative sampling method, the use of teaching methods/approaches and techniques that mathematics teachers used in their lectures were examined and tried to determine their opinions about the application in mathematics teaching. As a result, most of the mathematics teachers who participated in the research do not use games, case studies and problem-solving. In conclusion, the work of observing and rearranging the curriculum should be based on the mental and physically active participation of the students in the mathematics learning process.
There have been significant developments in recent years about what mathematics is and how it should be taught. Psychologists, educators, and researchers have been discussing the definition of the learners. The contemporary education concept has left the teachers against the obligation and responsibility to choose and implement teaching approaches that will be realized at the maximum level of learning. Knowing what kind of learning difficulties students have in relation to what they are teaching for all teachers will help to choose these teaching approaches. It is difficult for a student who has difficulties in learning in a particular subject in mathematics to learn the next subjects (Carter and Norwood, 1997).
Although the mathematical language consists of a set of rules that need to be learned the ability of the students to express needs to be improved. In addition, it is clear that the functions of schools need to change in our age when information is multiplying exponentially and the information base is constantly changing. The methods and techniques applied by the teachers in the lessons and the approaches to the students influence the attitudes of the students towards the lessons.
Mathematics teachers, strategies, teaching methods and techniques applied in the lessons are very effective factors on students’ learning of mathematics.
The method of working with the group should include rich activities such as associating mathematics with itself and other fields and group work. It is a learning approach in which the students create small mixed groups in the classroom environment and they help each other in the direction of a common goal and the group achievement is rewarded. In classroom applications, there is a competition between groups rather than between students. These practices improve the sense of trust among students.
In the technique of simulation, it is essential that students in the class handle educational events as if they were real events. Significant dimensions of real situations are either shown on a model or are described in pictures and symbolic ways. When applying the simulation technique, the teachers should pay attention; to check the students’ preliminary knowledge, to prepare all the documents before the application, and to ensure that the subject is easier than the simulated one and that the subject is given in an objective manner (Akınsola and Anımasahun, 2007).
By linking virtual reality materials with education and technology in mathematics lessons with virtual reality methods similar to simulation techniques, they have both possibilities of threedimensional teaching and also develop their ability to learn mathematics and geometry. The virtual environment will allow students to experience every aspect of the mathematical application in the learning phase. The problem-solving method is about determining the state of the problem. The problem-solving method uses the highest cognitive functions such as analyzing, generalizing and synthesizing the mind.
Drama is a teaching technique that allows students to express their own feelings and thoughts in a different identity. An idea, situation, problem or event is dramatized in front of a group. Instead of only listening or discussing the members of the group. Roleplaying is a technique that has long been used for teaching purposes. Through role-playing, students try to figure out how they think, feel and behave by pretending to be someone else. If the work of the body organs such as the hand-arm-face is added to the brain, the meaning and significance of the above can be understood better.
The discussion method requires active learning. It means that all students exchange information, ideas, and attitudes in line with their goals. The objectives to be achieved must be well controlled and the necessary guidance must be made by the teacher. Otherwise, it becomes difficult to reach the aim of the course. Discussion Method is based on the principle that students should talk together on a problem and search for possible solutions. In order for the issue to be discussed
as it is needed, it is necessary to have knowledge about the problem. Particularly suitable for small classes with a small number of students. The teacher makes sure that the discussion is at a certain level and ensures that the course reaches its goal.
The question-answer method is a method of teaching based on the students’ verbal responses to the questions the teacher has formulated. If the student is taught to search for answers in a rational and scientific way, he/ she will be able to solve the problem with an appropriate method. It is a way of creating ideas, finding the
information to be taught. It enables the actor to actively participate in the lesson. Throughout the history of education, it was benefited from the mind has stimulating, seedling, fermenting, and giving birth-giving power of the mind. The questions prompted both students to think and disciplined teaching.
The method of straightforward teaching is a Traditional method that the teacher transfers knowledge in an autocratic manner. This method is about the teacher teaching the subject in an orderly way. The teacher will tell, the students will listen; so the teacher is active and the students are passive. The straightforward method is advantageous in the short term of transferring overloaded subjects (large curriculum). In addition, this method is easy and economical to implement. But this method should be used by teachers as little as possible when they use it. According to Erden (1997), the expression is a teaching method that provides an accurate flow of information to the students.
Project method and project-based learning is a learning method that aims to solve the problem by using this information as researching, examining, reaching information and acquiring knowledge (Bruner, 1991; Altun, 2001).
Computer-aided training (CAT) claims that the computer is at the forefront of the important technologies that students can use in their lessons. The findings of many studies made around the world Çekbaş et al. (2003) suggest that CAT has an influence on academic achievement positively. In his definition of computer-assisted education, Baki (2002) states that learners must recognize their deficiencies and performance through mutual interaction, take feedback and control their own learning; with the help of graphics, sounds, animations, and forms, to be more relevant to the lesson (Veridun & Clark, 1994).
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