Analysis of Maths Learning Activities Developed By Pre-service Teachers in Terms of the Components of Content, Purpose, Application Methods (original) (raw)
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In our country, one of the important concepts proposed by the recent curricula has been 'activities' since 2005. From this point of view, both mathematics educators and teachers should focus on and discuss about the importance of activities. This study is designed to examine pre-service secondary mathematics teachers' (PSMTs) perceptions about mathematics learning activities (MLA). Participants are twenty-seven PSMTs. The data include 3 different groups. The first group consists of PSMTs' free writings that describe their definitions of MLA. The second group consists of observation notes of the class discussions which are related to the structure of MLA and MLA's required properties. The last one consists of MLA samples that were designed by PSMTs. In consequence of data analysis, results show that PSMTs did not reach consensus on a unique definition or particular properties of MLA; the definitions spreaded out a broad perspective. PSMTs defined the activity as the classroom application that is connected with real life and other disciplines, compatible with the objectives in teaching programs, is designed to improve students' cognitive skills, student-centered, interesting, easy to learn, and appropriate for groupwork. But, it is found out that PSMTs did not reflect the properties of MLA while they were designing the activities. The results of the study indicated that PSMTs' perceptions of activities and their skills of designing an activity must be improved. Extended Abstract Purpose and Significance: In our country, activites play an important role in the Teaching Programs published by Ministry of National Education (MoNE). Regarding the importance of the activities, teachers and students' roles as well as the teaching-learning processes were redefined in our country. Teachers were taken from the position of teaching and took placed to the position of " helper " in order to show the ways of learning of mathematics to students (Saylan & Yurdakul, 2005). At the same time, students moved from passive position to active position, and they started to take the responsibility of their own learning of mathematics (Umay, Duatepe, & Akkuş-Cıkla,
Pre-Service Primary School Teachers' Opinions on the Practice of Teaching of Mathematics Courses
International Primary Education Research Journal, 2021
The aim of the study is to determine the opinions of the pre-service primary teachers about the practice of teaching of mathematics courses I and II which are courses in V and VI semester. For this purpose, phenomenology design was used in qualitative research designs in the study. The study group consists of 20 pre-service primary teachers who have taken teaching of mathematics I and II courses in the 2018-2019 academic year. In the teaching of mathematics II course, different practices from the teaching of mathematics I course were included. In the study, a semi-structured interview form which was prepared in line with the purpose of the study was used as a data collection tool. The form consists of questions addressing pre-service teachers' opinions regarding the importance of the mathematics teaching lessons, the implementation methods of the lessons and their suggestions to practices of the lessons. The collected data were analyzed by content analysis method. According to the findings obtained from the study, it was concluded that the pre-service teachers were aware of the importance of the teaching of mathematics courses, they wanted to practice in teaching of mathematics courses, and they expected the instructors to be experts who knew the target audience. The suggestions have been made according to the results found in the study.
e-International Journal of Educational Research
Bu çalışmada 1. ve 4. sınıf matematik öğretmeni adaylarının öğretmenlik mesleğine yönelik tutumları ve matematik tarihinin eğitimde kullanımına yönelik tutum ve inanışlarının belirlenmesi amaçlanmıştır. Araştırmada ilişkisel tarama modeli benimsenmiştir. Bu araştırmada İç Anadolu bölgesinde bir devlet üniversitesinin eğitim fakültesinin ilköğretim matematik öğretmenliği bölümünde birinci ve dördüncü sınıflarda öğrenim gören 106 öğrenci ile çalışılmıştır. Bu araştırmanın verileri Alpaslan (2011) tarafından geliştirilen Matematik Tarihinin Matematik Eğitiminde Kullanımına İlişkin Tutum ve İnanç Ölçeği (MTETİ) ve Kahramanoğlu, Yokuş, Cücük, Vural ve Şiraz (2018) tarafından geliştirilen Öğretmenlik Mesleğine Yönelik Tutum Ölçeği ile elde edilmiştir. MTETİ ve ÖMYT'nin genel analizleri ortalama ve standart sapma değerleri kullanılarak yapılmıştır. Matematik öğretmen adaylarının MTETİ ve ÖMYT puanlarının değişkenlere göre anlamlı farklılık gösterip göstermediğini belirlemek için Bağıms...
International Journal Of Eurasian Social Sciences, 2017
The aim of this study is to determine the pre-service primary school teachers' anxiety level for the mathematics in general and their anxiety level for teaching mathematics in the classroom as a teacher. That is, it is aimed to identify the possible level of relationship between these two variables. The research adopts the quantitative paradigm in terms of data collection and analysis, and it is designed according to the relational survey method. The participants were the third and fourth grade students who were studying in the Department of Primary School Education at the Faculty of Education in 2016-2017 academic year. Two basic data collection tools were used in this research. The first of them is the Mathematics Anxiety Scale Towards Teachers and Teacher Candidates (MAST), which was developed by Uldas (2005), and the other is the Mathematics Teaching Anxiety Scale (MATAS), which was developed by Peker (2006). In the data analysis, arithmetic mean (), independent samples t-test and Pearson moments correlation coefficient were used. According to the findings, it was found that the pre-service primary school teachers' both mathematics anxieties and mathematics teaching anxieties were at low level. It has been observed that the third grade pre-service teachers had a significantly higher level of anxiety than the fourth grade pre-service teachers in both types of anxiety. Also, it was found out that there was a positively high level of relationship between the mathematics anxiety and mathematics teaching anxiety.
Turkish Journal of Computer and Mathematics Education (TURCOMAT), 2014
Bu çalışmanın amacı sınıf öğretmeni adaylarının ilköğretim matematik öğretiminde eğitsel bilgisayar oyunlarının kullanımına yönelik görüşlerini ortaya koymaktır. Nitel araştırma yöntemi kullanılarak gerçekleştirilen bu çalışmaya üçüncü sınıfta öğrenim görmekte olan 10 sınıf öğretmeni adayı katılmıştır. Araştırma verileri yarı yapılandırılmış görüşme formu kullanılarak elde edilmiş ve bu veriler içerik analizi yöntemi ile incelenmiştir. Araştırmanın sonucunda, öğretmen adaylarının eğitsel bilgisayar oyunlarının öğrencilere matematik dersini sevdirme, öğrencilerin öğrenmelerini daha kalıcı hale getirme, kavramları görselleştirme, eğlenerek öğrenme, öğrenilenleri pekiştirme, düşünme becerilerini geliştirme gibi faydalar sağlayacağını ifade ettikleri rapor edilmiştir. Bununla birlikte, sonuçlarda öğretmen adaylarının eğitsel bilgisayar oyunlarının bağımlılık oluşturma, fiziksel hasarlara yol açma, fazla zaman alma, özel bir donanım ve yazılım gerektirme, sınıf yönetiminin zorlaşması gibi sınırlılıklarından bahsettikleri de açıklanmıştır. Ayrıca, araştırma esnasında sınıf öğretmeni adaylarının oyunların derslerde kullanılması konusunda olumlu bir tutum sergiledikleri fakat uygulama konusunda mevcut durumda kendilerini yeterli hissetmedikleri de anlaşılmıştır.
A Teaching Experiment on Development of Pre-Service Mathematics Teachers' Proving Skills
Bu çalışmanın amacı, matematik öğretmen adaylarının kanıtlama sürecindeki güçlüklerini belirlemek, kanıtlama deneyimi yaşadıkları ve grup tartışmalarıyla sosyal etkileşimde bulundukları öğretim etkinlikleri sonrasında kanıtlama becerilerindeki değişimi incelemektir. Çalışma, ortaöğretim matematik öğretmenliği programının dördüncü sınıfına devam etmekte olan altı öğrenciyle gerçekleştirilmiştir. Öğretmen adaylarının kanıtlama becerileri, koşullu önermeler ve koşullu önermelerin kanıtlanmasında kullanılabilecek doğrudan kanıt, olmayana ergi ve karşıt ters ile kanıt yöntemleri kapsamında incelenmiştir. Verilerin toplanması ve analizinde nitel yaklaşım benimsenmiş ve öğretme deneyi yöntemi uygulanmıştır. Çalışmanın sonucunda, öğrencilerin kanıtlama süreçlerinde farklı düzeylerde de olsa ilerleme olduğu ve kanıtla ilgili bazı güçlüklerini giderebildikleri görülmüştür. Öğretmen adaylarının, çalışma süresince gösterdikleri gelişme göz önünde bulundurularak lisans düzeyindeki matematik derslerinin işlenişine yönelik önerilerde bulunulmuştur.
One of the most important elements for increasing the quality of education is renewing and updating curricula according to new developments. In recent years with the implementation of renewed and updated curricula, the importance of history of mathematics has increased in Turkey. However, the limited number of teachers using history of mathematics in class because of the factors such as lack of the materials, lack of knowledge and experience, proved the need for in-service training programs. In this study, it was aimed to investigate the effectiveness of an in-service training program designed for using history of mathematics in mathematics teaching. For this purpose, changes in the views of secondary school mathematics teachers and their usage of history of mathematics in their lessons were examined. Designed in-service training program was implemented during two weeks with 20 secondary school mathematics teachers working in secondary schools in the city center of Trabzon. The in-service training program was designed according to System Approach Model. As a first step, sources about history of mathematics were identified, theoretical knowledge was given, worksheets and activity examples appropriate to the curriculum were made. Secondly, applications were made by the teachers during the in-service training program. A Likert type “View Scale Regarding Usage of History of Mathematics in Mathematics Teaching” consisted of 17 items, interviews, and observations were used as data collecting instruments in this study. When the results are examined, it is seen that after the in-service training program the average scores of teachers regarding the use of history of mathematics in mathematics teaching increased, and the teachers made an endeavour to enhance their teaching applications via history of mathematics activities. At the end of the study, some suggestions were made, such as presenting concrete activities to teachers during the in-service training, allowing teachers do sample activities, carrying out long-term observation and evaluation studies, and supporting teachers by their administrators and researchers.
2013
There is a global movement toward increasing the number of early childhood education services for young children. Through early education, children’s development will be supported. It can be asserted that mathematical experiences of the children in pre-school education not only change their attitudes related to mathematics but also develop their mathematics learning significantly. Therefore, it is claimed that the beliefs of pre-school teachers or pre-service pre-school teachers related to the mathematics, mathematics education and learning of mathematics have a direct effect on children’s mathematics experiences. In this study, a scale is developed in order to determine the beliefs of pre-school teachers or pre-service early childhood education teachers related to the mathematics, mathematics education and learning of mathematics. A factor analysis is done by implementing a belief scale consisting of 74 items on 456 pre-service teachers. A belief scale of 32 items is prepared with ...