European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
10.5281/zenodo.61356
Volume 2│Issue 4│2016
REVIEW OF OPINIONS OF MATH TEACHERS CONCERNING THE
LEARNING ENVIRONMENT THAT THEY DESIGN
Bünyamin Aydın1, Ayşe Yavuz2
Department of Secondary Science and Mathematics Education,
1
Necmettin Erbakan University, Konya, Turkey
Department of Elementary Mathematics Education,
2
Necmettin Erbakan University, Konya, Turkey
Abstract:
Design of appropriate learning environment has a significant importance in creation of
aims of the math teaching. In the design of learning environments, teachers play a
significant role. The aim of this study is determination of opinions of the math teachers
concerning the learning environment that they design. In accordance with this aim, an
opinion form which is comprised of open-ended questions is applied on 30 math
teachers who are in charge in Middle Anatolian Region in Turkey. The data which are
obtained as result of the application have been analysed and presented by using
frequencies and percentages. It is understood from the obtained results that teachers
benefit from the textbooks and auxiliary test books for designing the teaching
environment, and they don't often give a place to different teaching methods and
techniques.
Keywords: Adult learning, applications in subject areas, secondary education, teaching
strategies improving, classroom teaching, math teaching
1.
Introduction
Math is defined plainly as "isolated form of life". Math teaching is always deemed
important because of its weight hidden in this definition; the developments in scientific
and technical fields have been attributed to its good-learning, and opposite
circumstances have been attributed to its non-learning. Factors which make math
important more expressly can be itemized: First of them concerns the will of human to
live. Human wills to live, and after guaranteeing the life, wills to live quality (Skemp,
Copyright © The Author(s). All Rights Reserved
Published by Open Access Publishing Group ©2015.
13
Bünyamin Aydın, Ayşe Yavuz REVIEW OF OPINIONS OF MATH TEACHERS CONCERNING THE
LEARNING ENVIRONMENT THAT THEY DESIGN
1986). The way of guaranteeing life becomes real by struggling with environmental
incidents, and the way of enhancing the life quality becomes real by directing
environmental incidents, natural forces, and creating useful inventions by making use
of them. The second factor which makes math important is stable actions of natural
assets and incidents, and having this stability being able to be explained only by math.
Knowing the main structures which will be a ground to the scientific developments
such as having golden ratio, which is observed in the biological structuring, equals to
the value of infinite proper fraction (1.618....), having heavenly bodies making elliptical
circles, having objects which are thrown inclined following parabolic routes, having
light reflected in the same angle as the incidence angle etc.; is possible by finding the
correspondent mathematical model. The third, perhaps the most important, depending
on the above two reasons, is that taking on math, especially on problem solving,
develops the abilities such as thinking, discussion and discernment of human. In these
aspects, the math assures individual and the community in meeting their needs. The
individuals of today's communities are more eager and insistent for taking their shares
from knowledge and culture, comparing to once. Especially individuals of democratic
communities want to form their futures by their own volitions. That's, increasing social
demands require more math learning. Besides these natural reasons, the nature of math
knowledge, mental development and needs of children, and the theories concerning the
creation of learning caused movement in math education (Altun, 2006).
Educational institutions are very important institutions of which importance
cannot be denied in development of the individuals which community requires. The
most main item of these institutions is teachers. The teacher is key man, creator,
survivor, realizer and implementer force of the education Çağlar,
. While training
teachers, philosophical and practical grounds have been established. These grounds
generally relate to the perception of teacher profession by the researches (Ekiz, 2003a).
Sometimes teaching has been deemed as a profession depended on the ability, and it is
emphasized that required abilities should be acquired by the support of experienced
teachers. Sometimes teaching has been deemed as a science, and teacher candidates are
asked to exhibit their scientific knowledge by the virtue of the findings which are
acquired as result of the researches. And again sometimes teaching has been deemed as
an art, and teacher candidates are required to be creative, and query and examine their
own applications systematically (Ekiz, 2003b). The philosophical opinion which is
adopted while establishing the teacher training system that is in parallel with the
education system should be the behaviour, content, education and examination
situations which comply with the criterion of the basis of the philosophy in question.
Otherwise, system may fall in contradiction in itself and prevent the realization of the
European Journal of Education Studies - Volume 2 │ Issue 4 │ 2016
14
Bünyamin Aydın, Ayşe Yavuz REVIEW OF OPINIONS OF MATH TEACHERS CONCERNING THE
LEARNING ENVIRONMENT THAT THEY DESIGN
determined aims. Accordingly, teachers are required to be trained both before they
come in charge and during they are in charge. Because the hitches in teacher behavior
are the main factors in failures of the students (Oktar and Bulduk, 1999). Institutions
which train teachers must be aware of the complicated structure of the teacher
knowledge. This complication arises from the seeking of a logical balance between
pedagogy and math and engagement of these with each other (Pressini, Borko,
Romagnano, Knuth and Wills, 2004).
Beside teacher and program materials, also learning environment influences the
learning of the students in math lessons (Bay, Beem, Reys, Papick ve Barnes, 1999).
Teachers play a significant role in success and understanding of the lesson in math
education. Behaviors of teachers towards math teaching are efficient on the behaviours
of the students as well. The aims of the math teacher candidates must be getting rid of
the conventional class environment and must be the math classes towards developing
the thinking capacity. This aim is realized by the teachers who have studies concerning
the research and who work together with students. Unless a difference is created in
training of the students who are math teachers of the future, to achieve desired aims in
Turkey for math training cannot be possible.
It is known that learning phases of an individual occur in various environments
in their lifetimes. In addition to this, when learning environment is mentioned,
primarily school and class come to the mind. There are numerous studies which
indicate the direct effect of these learning environments on the students' learning and
success. These researches in general handle the role of the learning environments on the
learning and success, in physical and social aspects. In the studies it is seen that some
part of these researches are those where physical conditions of the school or class are
examined, and some part of them are those where the effect of school culture or class
culture on the success of the student.
Under the perspective of the general properties of the learning environment
design, the teaching design must be understood as the effort of ensuring the
environment where the individual takes place efficiently in the center of the learning
process (Akdeniz ve Keser, 2002). The learning environment is not efficient on the
learning (Dorman 2001). In addition to this, a teacher faces two restrictions while
designing such an environment. These are the restrictions which arise from the physical
environment and the mental capacity of the students (Driver, 1988). When both learning
environment and teaching design are considered, it is seen that physical environment
influences the structure of these designs to a large extent. In this physical environment
to be prepared, the individual must structure his/her own knowledge by interacting
with visual materials, electronic tools, classmates or teacher G(ven and Karataş,
European Journal of Education Studies - Volume 2 │ Issue 4 │ 2016
.
15
Bünyamin Aydın, Ayşe Yavuz REVIEW OF OPINIONS OF MATH TEACHERS CONCERNING THE
LEARNING ENVIRONMENT THAT THEY DESIGN
However, learning environment must not be considered only as the place where
learning is realized. As technology, education technology as well as the use of material
and their efficiency is a focus in the literature, the learning environment is restricted in
four walls of a classroom (Kim, Grabovski & Shaharma, 2004). The condition of the
classroom and the physical conditions relate to the learning environment. However
learning environment is not that narrow-scoped. It contains all factors which influence
learning process. Accordingly, the environment which is comprised by the interaction
of the place, time, infrastructure, equipment and psycho-social factors, which takes
place in the learning process and which influences this process; can be defined as
learning environment (Acat, 2005). The learning environments, of which efficiency is
emphasized on learning, are mentioned as the places where individuals use the current
resources in an appropriate way for their aims in order to define the incidents which
occur in the environment and to develop a meaningful resolution to the problems
(Wilson, 1996). Wilson also states that the learning environments are not places where
learning is imposed but the learning is fed and supported. This statement addresses the
role of teacher to be a guide in the learning environment.
Besides teacher in the learning environment, analysis of many data concerning
the student, defining the properties of the subject and other factors by determination,
determining the realization level of learning, and the success which is achieved as result
of the learning material and methods which are used, is important. More efficient
learning environments may be created by rearrangement of the learning environments
by considering these matters. The student achieves the learning aim regardless any
uncertainty in the event of learning environments are pre-arranged Yılmaz and
Akkoyunlu, 2006). Accordingly, efficient learning environments can be created as result
of the arrangements done this way, and students may be ensured to begin working by
allowing opportunities to gain knowledge and ability for both their lives and higher
educations (Emrem, 2008). In addition to this, the teacher is influenced from the belief
that s/he has about math teaching, while designing the learning environment. These
beliefs of the teacher candidates have important roles in formation of the learning
environment that they will design when they become a teacher. Because, the learning
environments to be designed by the teachers is a reflection of their beliefs about math
teaching. In this context; institutions which train teachers have important roles. If beliefs
of teachers about math teaching is ignored during university years, the surveys to be
done about increasing the quality of math education shall be directed wrong or lack
(Baydar & Bulut, 2002).
When secondary education science and math as well as elementary school math
teaching departments of education faculties are examined, it is seen that math and
European Journal of Education Studies - Volume 2 │ Issue 4 │ 2016
16
Bünyamin Aydın, Ayşe Yavuz REVIEW OF OPINIONS OF MATH TEACHERS CONCERNING THE
LEARNING ENVIRONMENT THAT THEY DESIGN
general education are focused at most. In these departments, field information, general
education information and field education information must be given to the teacher
candidates in a balanced manner. Equal distribution of these three fields within the
curriculum is quite important for students. Teachers have a significant importance in
training of individuals which are required by the community. Being able to have quality
teacher shows that it is required to determine the current problems of teacher training
programs by constant examinations.
In order to solve problems which arise in math education, handling the
programs which train teachers is one of the common opinions of the trainers. In our
country, the curriculum programs which are used in math education vary constantly.
Whereas Cogan and Schmidt (1999) state that the teaching approaches which constitute
a complicated system, are stable and resist against changes. Because of this, when
teacher candidates face a new teaching approach can show a reluctant behaviour and
choose teaching methods which they have seen on their own teachers (Cooney, Shealy
and Arvold, 1998; Lampert and Ball, 1999). The main task of the teacher training
programs of education faculties is supporting the education reforms by developing the
knowledge and beliefs of the teacher candidates Delice, Ertekin, Aydın and Dilmaç,
2009; Llinares and Krainer, 2006). In the places where education system is specified
from the center, the aims and contents of the programs are determined and teachers are
asked to implement accordingly. Teachers who are obliged to prepare their curriculum
programs according to these contents encounter serious problems. Because teachers
have to prepare daily lesson schedules by considering the environmental conditions
and students. In this context, success of the teacher requires their scientific researches
and conveyance of these researches to the students in practice. In this context,
development of extra courses may be useful for the area, in order to train teachers who
might take efficient roles during math training-teaching. For this reason, math lesson
which is one of the courses for which it is deemed required to be developed in this
study is discussed and aimed to make contribution to its development. It is thought that
this study contribute to the field because it will grant math teacher candidates with
ability to choose and implement efficient approaches in solving problems that they
might encounter in the future and shall constitute a resource for the trainers who train
math teachers.
2.
Method
This study has been realized by using the private case study which is one of the
qualitative research methods. This case study which is a qualitative research model can
European Journal of Education Studies - Volume 2 │ Issue 4 │ 2016
17
Bünyamin Aydın, Ayşe Yavuz REVIEW OF OPINIONS OF MATH TEACHERS CONCERNING THE
LEARNING ENVIRONMENT THAT THEY DESIGN
be mentioned as a model in which one or several incidents, environments, programs,
social groups or other systems which are connected to each other, are examined
comprehensively (McMillan, 2000). In other words, case study is a research where an
asset is defined and privatized depending on a place or time (Büyüköztürk, Çakmak,
Akgün, Karadeniz and Demirel, 2008).
2.1
Working Group
Working group of this research is comprised of total 30 high school math teachers who
are in charge in a big city in Middle Anatolian region of Turkey. Easy accessible
sampling method has been used in determination of the teachers who will participate in
the research.
2.2
Data collection tool
An opinion survey which is comprised of 5 open-ended questions and which is
developed by using the studies that are conducted about the design of learning
environment in the literature by the researches, has been used as data collection tool.
For the field validity of the survey, recommendations of two field specialists have been
benefited. Within this scope, open-ended questions which are prepared in the opinion
survey that is prepared are given below:
1. Which sources do you use in the preparation that you make about the subject that you
will teach, before the lecture?
2. What kind of assessment do you make about the subject taught, after the lecture?
3. While conducting mathematical connection of a problem that you encounter in daily life,
or while trying to solve by making use of math, what kind of studies do you do?
4. What kind of innovations that are done in math field, do you bring up in your lectures?
5. Which methods do you use while you are teaching? Do these methods that you use while
teaching vary depending on the subject? What kind of variations do they show?
2.3
Analysis of the Entries
The obtained data are analysed descriptively. The aim in descriptive analysis is
arrangement of the achieved findings and presenting to the reader as interpreted. The
data are systematically and expressly described in this analysis method, these
descriptions are expressed and interpreted, the cause-and-effect relations are examined
and various results are reached. The reached results can be engaged on the ground of
themes and prospective estimations can be made (Sezgin- Memnun, 2015).
European Journal of Education Studies - Volume 2 │ Issue 4 │ 2016
18
Bünyamin Aydın, Ayşe Yavuz REVIEW OF OPINIONS OF MATH TEACHERS CONCERNING THE
LEARNING ENVIRONMENT THAT THEY DESIGN
3.
Findings and Interpretation
Detailed research findings which are obtained as result of the statistical analyses that
are realized over the opinions of the math teachers who participated in the research and
the interpretations which are made concerned to these findings are included in this
chapter.
The teacher answers which are obtained as result of the descriptive analysis that
is realized for the primary research problem like "Which resources do you use before the
lecture about the subject that you will teach?" that is included within the scope of the
research, are listed under 5 themes. The percentage and frequency values concerning
these themes and opinions are presented in Table 1.
Table 1: Distribution of the Statements of the Teachers Concerning the Sources that They Use in
the Preparation They Will Do About the Subject That They Will Teach
Sub Themes
Frequency
(f)
Books and course books which are in parallel with the books of
Percentage
(%)
25
48.1
22
42.3
Studies which are obtained as result of the internet query.
3
5.8
Analysis books
1
1.9
Academic releases
1
1.9
52
100.0
National Education Ministry
Books and tests which cover the questions which are in parallel
to the retired questions.
Total:
As it is seen from the above given table, most of the statements used by the teachers
who participated in the research (48.1%) are the books and course books which are in
parallel with the National Education Ministry books that they will use in the
preparation before the lecture. A significant part of the statements of these teachers
(42.3%) stated that they make preparation by using the books and test books which
cover the questions that are in parallel with the retired questions. In addition to this,
statements of some teachers (5.8%) are that they use the documents that are obtained as
result of the net query as pre-lecture sources. Also, 1.9% of the teachers replied this
question as analysis books, and 31.9% of them replied as academic releases.
The themes and frequency values concerning the replies of the teachers for the
second research question which is asked to the teachers as "What kind of assessments do
you do about the taught lecture after the lesson", are given in Table 2.
European Journal of Education Studies - Volume 2 │ Issue 4 │ 2016
19
Bünyamin Aydın, Ayşe Yavuz REVIEW OF OPINIONS OF MATH TEACHERS CONCERNING THE
LEARNING ENVIRONMENT THAT THEY DESIGN
Table 2: Distribution of the Statements of the Teachers Concerning the Assessments They Make
About the Taught Subjects after the Lesson
Sub Themes
Frequency
Percentage
(f)
(%)
Inherent query for whether or not the student understood the
15
42.9
The understanding value of the acquisition
5
14.3
Engaging lessons with daily life
3
8.6
10
28.6
Seeking answers for the question of Is the time sufficient?
1
2.9
Examining the students and determining their deficiencies
1
2.9
35
100.0
lesson
Seeking answers for what can be done for teaching the subject
more efficiently
Total:
Almost half (42.9%) of the teachers' statements to whom questions are asked, stated
inherent query of whether the student understood the lesson, in the assessment that is
made about the subject taught, after the lesson. Meanwhile, a significant part of the
teachers' statements (28.6%) explained that they seek for an answer to what can be done
for teaching the subject more efficiently. In addition to this, a part of their statements
(14.3%) explained to which extent the acquisitions are understood and 8.6% of these
statements showed the engaging lessons with daily life.
The themes and frequency values concerning the replies of the teachers for the
third research question which is asked to the teachers as "While conducting mathematical
connection of a problem that you encounter in daily life, or while trying to solve by making use
of math, what kind of studies do you do?" are given in Table 3.
Table 3: Distribution of Teachers' Statements Concerning the Actions They Take While They
Are Making Mathematical Connection of a Problem They Encounter in Daily Life
Sub Themes
I try to synchronize the subjects with daily life and try give
Frequency
Percentage
(f)
(%)
8
26.6
Problem solving logic is defined
12
40.0
I research pre-conducted studies
1
3.3
I equate
1
3.3
As math occupies a significant place in every field of life, I don't
7
23.3
1
3.3
30
100.0
examples from daily life
need to make any study
I use math while making daily works
Total:
European Journal of Education Studies - Volume 2 │ Issue 4 │ 2016
20
Bünyamin Aydın, Ayşe Yavuz REVIEW OF OPINIONS OF MATH TEACHERS CONCERNING THE
LEARNING ENVIRONMENT THAT THEY DESIGN
26.6% of the statements of the teachers in their replies given about the studies they used
while they are working to find out the solve of a problem that they encountered in daily
life, by using math or by conducting mathematical connection are the statements
concerning the synchronization with daily life, and 40% of them are the statements
concerning the use of problem solving logic. Similarly, a significant part of teacher
statements emphasized that math takes a significant place in 23.3% of daily life and
accordingly there is no need to make any study. Also, 3.3% of the statements that take
place in the research addresses that previously-made researches are searched before,
and similarly 3.3% of the statements shows that equation method is used. In addition to
this, the teacher who said that he would use math while making his daily works,
mentioned that he would use ratio and proportion subject while he is cooking.
The themes concerning the fourth question asked to the teachers as "What are the
teachers' statements concerning the innovations done in math and that they bring up to the
lesson?" and the percentage and frequency values concerning these themes are given in
Table 4.
Table 4: Distribution of Teachers' Statements Concerning the Innovations Done in Math Field
and That They Bring Up In Their Lectures, To the Sub-Themes
Sub Themes
Use from technology
Frequency
Percentage
(f)
(%)
17
56.6
Theories
1
3.3
Innovations which will attract students
5
16.6
I follow-up closely the changing curriculum program and bring
2
6.6
I follow-up new publications
4
13.3
I bring up innovations which will ensure more efficient
1
3.3
30
100.0
up the changes into the lecture
permanent learning
Total:
According to the result of the research, teachers stated in their answers that they gave
concerning the innovations done in math field and that they bring up to their lectures,
56.6% of the teachers stated that they make use of the technology, 3.3% of them makes
use of the theories and 16.6% states that they are the innovations which will attract
students. Similarly, while 6.6% of the teachers were answering that they would follow
up changing curriculum program; and 3.3% of them mentioned that they bring up
innovations which will ensure more efficient permanent learning. In this context, some
of our teachers who state they make use of the technology expressed that the number of
European Journal of Education Studies - Volume 2 │ Issue 4 │ 2016
21
Bünyamin Aydın, Ayşe Yavuz REVIEW OF OPINIONS OF MATH TEACHERS CONCERNING THE
LEARNING ENVIRONMENT THAT THEY DESIGN
the questions which may be solved during the lecture has increased due to technology.
For this reason, they asserted that the students see more question types in a short while.
For the last, the percentage and frequency values concerning the replies of the teachers
for the fifth research problem that is researching the teachers' statements concerning
which methods do they use while teaching; are given in Table 5.
Table 5: Distribution of the Statements of the Teachers concerning which methods they use
while teaching
Sub Themes
Frequency (f)
Percentage (%)
Induction deduction
8
21.6
Teaching over the example
5
13.5
Problem solving
5
13.5
12
32.4
Smart blackboard
5
13.5
Structuring approach
2
5.4
37
100.0
Teaching question answer example
Total:
As it can be understood from Table 5, 21.6% of the teacher's statements are inductiondeduction to the question asked concerning which methods do they use while teaching.
13.5% of these statements are those mentioning that teacher teaches over an example
and again 13.5% mentions that teacher uses problem solving method. Similarly, while
the statements in which teaching, question-answer and example methods are used was
32.4%, the statements of teacher candidates who say they use smart blackboard are
13.5%. Also, the percentage of the statements of the teachers' candidates who state that
they use structuring method is 5.4% of the total percentage. Also, some of the teachers
who answered the fifth question which researches which method do the teachers use
while teaching, said that they solve the first example as question-answer type, and they
ask students to solve the rest of the questions in a similar way. They stated that they
motivate the students this way.
4.
Conclusion and Suggestion
In this study, secondary school math teachers' opinions were examined and
examinations are done concerning the learning environments that they designed. As
result, teachers' being using the course books often in designing course environment
shall cause them to be restricted for the examples to be given and explanations. Lack of
use of different sources and materials shall cause the prepared learning environment to
be more book-based, that's authoritarian. This doesn't match with the structuring
European Journal of Education Studies - Volume 2 │ Issue 4 │ 2016
22
Bünyamin Aydın, Ayşe Yavuz REVIEW OF OPINIONS OF MATH TEACHERS CONCERNING THE
LEARNING ENVIRONMENT THAT THEY DESIGN
approach which is emphasized in our math curriculum. These sources are those which
are present in teachers' hands most of the time. Instead getting prepared only with these
sources, it is required to make many researches in order to acquire comprehensive
knowledge about the pre-lecture subjects. This acquired result matches with the results
of the research which is done by Uğurel, G(zel and Kula
. According to these
authors, the opinions of the teachers about learning activities are determined and the
knowledge sources of teachers are mainly the course books. Most of the teachers to
whom research questions are asked, answered that they use books and test books which
contain retired questions and parallel questions, during the pre-lecture preparation
period. This situation indicates that teachers don't have a researcher identity in the
preparation that they do prior to the lecture. It is required to get teachers adopting the
learning and teaching by researching both before charge and during the charge, in
order to eliminate education system which is based on rote learning that is comprised of
repeated knowledge. Accordingly, it is an important factor to train teachers in a
researcher manner during their education before they come into charge and getting
them worked in their own branches compliant to the education given in the
universities. Today, by the virtue of rapidly developing technology, to access the
desired information is much easier. To make a research in math field, to be aware of
new inventions, to follow-up current studies is not a difficult situation for teachers and
teacher candidates.
Teachers are required to keep researching about the subjects also after the
lecture. Once conveyance of the subject to the students ends, the researches about that
subject must not end, contrary, efforts must be shown to get more knowledge and to
enrich teaching. Not only during the conveyance of the knowledge, but also constant
knowledge collection must be in question. Research must be constant. The findings
acquired as result of this research is done about the assessments of the teachers after the
lecture about the subject handled, about whether or not the students understood the
subject, and whether or not students have deficiencies. Math is an integral part of daily
life. Students must be get adopted about that the math is an integral part of daily life in
order to get them rid of their prejudices which occurred, got occurred, against math
lesson, in order to get them approaching positive towards math and getting them
showing success in this lesson. Math must not comprise of discrete symbols and
relations that is comprised of certain forms, formulas and equations only. Trying to
teach math without making engagements with daily life affects the understandability
and learnability of it in a negative manner. It is required to provide students with the
thought of that math lesson are necessary. Information about the use of math in daily
life must be given to the students with the reasons such as getting math lesson loved by
European Journal of Education Studies - Volume 2 │ Issue 4 │ 2016
23
Bünyamin Aydın, Ayşe Yavuz REVIEW OF OPINIONS OF MATH TEACHERS CONCERNING THE
LEARNING ENVIRONMENT THAT THEY DESIGN
the students and getting student success rates increased, removing negative prejudices
and increasing the motivation etc. For this reason, forming mathematical connection of
a problem that you encounter in daily life, or trying to solve it by making use of math, is
a required function for math teachers. When the answers given to the third open-ended
question of the research "while you are conducting the mathematical connection of a problem
that you encounter in daily life, or while trying to solve it by making use of math, what kinds of
studies do you do" are examined, it is revealed that most of the teachers don't make
research sufficiently. Such that, some of the math teachers who participated in this
research thinks that there is no need to make any study as the share of math is
significant in all fields of the life. Current knowledge is acquired when research is
made. Presence of the knowledge is not enough for conveyance to the students. One of
the most important factors to increase the student success is teaching math in an
understandable manner. Öztürk and Güven (2012) state in their study that, no matter
how many tool and technological equipment is available in a learning environment,
their use in time and in place can reach at the desired aims only by guidance of the
teachers. It is also mentioned that having teachers creating discussion environment
beside guidance, assessing the process rather than the product, materializing the
subjects and engaging with real life, shall contribute to the creation of efficient learning
environments. Even if there are no tools or technological equipment available, also
recognizing the students in the learning environment only can be sufficient for creation
of efficient learning environments.
Math has a significant place in science world. Math which is the most important
science in all fields from medicine to the technology, maintained this development
process throughout the history. In the aspect of the teachers, to follow up innovations
done in math field and to bring these innovations up to the lectures shall be useful for
increasing the attraction of the students for the lesson. Most of the teachers who
participated in the research evaluated bringing innovations which will attract students
up to the lecture or making use of the technology, as a positive manner. Sangwin and
Kocher’s Sangwin and Kocher
results show that transcribing existing paper-
based mathematics examinations into an electronic format is now feasible for a
significant proportion of the questions as currently assessed. The most significant
barrier to using contemporary automatic assessment is the requirement from examiners
that students provide evidence that they have used an appropriate method. Learning is
not an event which occurs instantaneous, it occurs in time. Student's encountering
stimulant, perceiving, receiving, processing and memorizing are main items of this
process. First of all, teaching the subject so as to attract the student and ensuring
student to perceive it, shall increase focusing on the lesson. The methods used by the
European Journal of Education Studies - Volume 2 │ Issue 4 │ 2016
24
Bünyamin Aydın, Ayşe Yavuz REVIEW OF OPINIONS OF MATH TEACHERS CONCERNING THE
LEARNING ENVIRONMENT THAT THEY DESIGN
teacher while conveying knowledge to the student, is very important on the ground of
understanding of the student. Alkan (1992) defines the arrangement of the learning
environment as running the environment where education occurs, people in the
environment and other items in a productive and healthy manner for the predicted
aims, and emphasizes that not only teacher but also other factors are efficient within
this process. G(ven and Karataş emphasizes in their study that, by getting
constructionist knowledge theory started to be used in common in math education,
student is in the centre of the learning, new knowledge cannot be given to the
individuals by getting told externally by an adult, it is required to design learning
environments which are supported specially with electronic and visual materials in
order to get new knowledge adopted by the students; come to the forth. Materials
which are used in these designed environments must be used not as a presentation tool
but as a sources in which student can structure his/her knowledge.
As result of the study that was done, the teachers stated that they support the
classroom environment that they design with materials, but they incline to use these
materials not as a learning tool but as a tool which enriches and facilitates the teaching
G(ven and Karataş,
. Problem solving is a method which is preferred by some
part among the methods used by the teachers while teaching. Perceiving the behaviours
of the students would help him/her in determination of the method and approaches of
the teacher during the problem solving process, and arranging the flow of the lesson
which is included in the learning process of the learning environment and which
influences this process. As result, it is understood from this study that in the event of
efficiency of the student on the learning is put forward while designing the learning
environment, the academic success of the student would increase.
References
1. Acat, B. (2005). Regulation of Student-Centered Learning Environment
Education Size. V. International Educational Technology Conference. Sakarya
Turkey.
2. Akdeniz, A.R., & Keser, Ö.F (2002). Assessment of the Constructivist learning
environment with qualitative and quantitative methods. Changing Times and
Changing Needs, First International Education Conference. Dogu Akdeniz
University, North Cyprus.
3. Altun, M. (2006). Developments in Mathematics Education. Uludağ University
Faculty of Education Publication. XIX(2), 223-238.
European Journal of Education Studies - Volume 2 │ Issue 4 │ 2016
25
Bünyamin Aydın, Ayşe Yavuz REVIEW OF OPINIONS OF MATH TEACHERS CONCERNING THE
LEARNING ENVIRONMENT THAT THEY DESIGN
4. Bay, J.M., Beem, J.K., Reys, R.E., Papick, I., & Barnes, D.E.
. Student’s
reactions to standards-based mathematics curricula: The ınterplay between
curriculum,teachers and students. School Science and Mathematics, 99(4), 182188.
5. Baydar, S.C. ve Bulut, S. (2002).Importance of Teachers Beliefs about Nature of
Mathematics and Teaching of Mathematics in Mathematics Education. Hacettepe
University Faculty of Education Publication. 23, 62-66.
6. B(y(közt(rk, Ş., Çakmak, E.K., Akg(n,E.Ö., Karadeniz, Ş. ve Demirel F.
.
Scientific Research Methods. Ankara. Pegem Akademi Publication.
7. Cogan, L., & Schmidt, W.H. (1999). An examination of instructional practice in
six countries. In G. Kaiser, E. Luna, ve I. Huntley (Eds.), International Comparison
in Mathematics Education (pp. 68-85). London, UK: Falmer.
8. Cooney, T., Shealy, B., & Arvold, B. (1998). Conceptualizing belief structures of
preservice secondary mathematics teachers. Journal for Research in Mathematics
Education, 29(3), 306-333.
9. Çağlar, D.
. Atat(rk Faculty of Education A Research on Teaching Practice.
M.Ü. educational sciences journal, 3.
10. Delice, A., Ertekin, E., Aydın, E. ve Dilmaç, B.
. An investigation of the
relationship between epistemological beliefs and mathematics anxiety of student
teachers. International Journal of Human Sciences, Volume:6 No:1.
11. Dorman, J.P. (2001). Associations between classroom environment and academic
efficacy. Learning Environments Research, 4, 243-257.
12. Driver, R. (1988). Constructivist approach to Curriculum development. In P.
Fensham (Ed.), Developments and dilemmas in science education. London:
Falmer Press.
13. Ekiz, D.
a . An analysis of the content of ıte curriculum for the primary
phase in Turkey: Theoretical underpinnings and practice. Journal of Kastamonu
Education Journal, 11(1), 31-52.
14. Ekiz, D. (2003b). Class teacher thoughts about the models of teacher education
candidates. National Education, 158, 146-160.
15. Emrem, S. (2008). Creating Positive Learning Environment Role of the TeacherStudent Interaction Umeda. Yeditepe University, Faculty of Social Sciences,
İstanbul.
16. Ernest, P. (1989). The knowledge, beliefs and attitudes of the mathematics
teachers: A model. Journal of Education for Teaching, 15(1), 13-33.
17. G(ven, B. ve Karataş, İ.
Middle School Mathematics Teacher Trainees
Classroom Designs Primary education Online, 3(1), 25-34.
European Journal of Education Studies - Volume 2 │ Issue 4 │ 2016
26
Bünyamin Aydın, Ayşe Yavuz REVIEW OF OPINIONS OF MATH TEACHERS CONCERNING THE
LEARNING ENVIRONMENT THAT THEY DESIGN
18. İlgar, L. ve G(lten, D.Ç.
. The necessity and importance of teaching
students to use mathematics in everyday life issues. İZÜ Journal of Social
Sciences, 1-10
19. Kim, K., GrabowskiZ B.L., Sharma, P. (2004). Designing a classroom as a learnercentered learning environment prompting students' reflective thinking in K-12.
The 27th Association for Educational Communications & Technology, Chicago,
IL, October 19-23.
20. Lampert, M., & Ball, D. (1999). Aligning teacher education with contemporary K12 reform visions. In L. Darling-Hammond ve G. Sykes (Eds.), Teaching as the
learning profession. Handbook of policy and practice (pp. 33-53). San Francisco:
Jossey-Bass.
21. Llinares. S., & Krainer, K. (2006). Mathematics (student) teachers and teacher
educators as learners. In A. Gutierrez ve P. Boero (Eds), Handbook of research on
the psychology of mathematics education: Past, present and future (pp. 429-459).
Rotterdam: Sense.
22. McMillan, J.H. (2000). Educational Research: Fundamentals forth consume (3th
ed.) New York:Longman.
23. Oktar, İ. ve Bulduk, S.
. Evaluation of the behavior of teachers working in
secondary schools. Journal of National Education, 142,
24. Özt(rk T. ve G(ven B.
. Etkili Bir Matematik Öğrenme Ortamının Sahip
Olması Gereken Özelliklerine Ilişkin Öğretmen Gör(şleri. X. Ulusal Fen ve
Matematik Eğitimi Kongresi, Niğde, T(rkiye,,
-30 Haziran 2012.
25. Peressini, D., Borko, H., Romagnano, L., Knuth, E., & Wills, C. (2004). A
conceptual framework for learning to teach secondary mathematics: A situative
perspective. Educational Studies in Mathematics, 56, 67-96.
26. Sangwin C. J. and Kocher N., (2016) Automation of mathematics examinations.
Computers & Education 94 (2016) 215-227.
27. Sezgin-Memnun, D. (2015). Examination of faith for solving mathematical
problems of middle school students. University Faculty of Education Journal
34(1), 75-98.
28. Skemp, R.E. (1986). The psychology of learning mathematics. UK: Penguin
Books.
29. Uğurel, I., G(zel, B.E., Kula, S.
Mathematics Teachers’ Opinions and
Experinces Related to Learning Tasks. Buca Educational Faculty of Journal 28.121.
European Journal of Education Studies - Volume 2 │ Issue 4 │ 2016
27
Bünyamin Aydın, Ayşe Yavuz REVIEW OF OPINIONS OF MATH TEACHERS CONCERNING THE
LEARNING ENVIRONMENT THAT THEY DESIGN
30. Yılmaz, M. & Akkoyunlu, B.
. The Effect of Different Learning
Environments on Retention. Eurasian Journal of Educational Research, 23, 209218.
31. Wilson, B, G, (1996). Constructivist Learning Environments: Case Studies in
Instructional Design. Educational Technology Publication. Englewood Cliffs,
New Jersey 07632.
Creative Commons licensing terms
Author(s) will retain the copyright of their published articles agreeing that a Creative Commons Attribution 4.0 International License (CC BY 4.0) terms
will be applied to their work. Under the terms of this license, no permission is required from the author(s) or publisher for members of the community
to copy, distribute, transmit or adapt the article content, providing a proper, prominent and unambiguous attribution to the authors in a manner that
makes clear that the materials are being reused under permission of a Creative Commons License. Views, opinions and conclusions expressed in this
research article are views, opinions and conclusions of the author(s). Open Access Publishing Group and European Journal of Education Studies shall
not be responsible or answerable for any loss, damage or liability caused in relation to/arising out of conflicts of interest, copyright violations and
inappropriate or inaccurate use of any kind content related or integrated into the research work. All the published works are meeting the Open Access
Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes
under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
European Journal of Education Studies - Volume 2 │ Issue 4 │ 2016
28
Open Access Publishing Group