The aim of this study is to evaluate the elementary mathematics teacher undergraduate program, which started to be implemented as of the 2018-2019 academic year, in line with the opinions of the lecturers. The participants of the study, in which a qualitative research approach was adopted and designed with a holistic single case study design, are 12 lecturers working in the department of mathematics education at a state university in the Eastern Anatolia Region. In the study, a semi-structured interview form developed by the researchers was used as the data collection tool, and the descriptive analysis technique was used in the analysis of the data. The findings were presented under the themes of opinions about the lessons, views about the problems that were / may be experienced and opinions about the program's competencies. The results reached in this direction: There are opposite views about the courses closed in the renewed program; The appropriateness of newly opened courses, elective courses and courses to the grade level is generally considered positive; The credits and contents of the courses are seen negatively in terms of field knowledge courses; that many problems in institutional, student and material dimensions are experienced / can be experienced; the program is found sufficient in terms of the teaching profession; Most of the participants indicate that the program has some deficiencies in terms of the integration of technology into education and the ability to learn and teach mathematics. In this context, it was determined that the renewed program focuses more on field education rather than field knowledge.
Bu çalışmada sınıf ve matematik öğretmenlerinin bakış açısıyla öğrencilerin ilkokulla başlayan matematik korkularının nedenlerinin araştırılması ve bu korkuların giderilmesine yönelik çözüm önerilerinin ortaya koyulması amaçlanmıştır. Bu doğrultuda çalışmada nitel yaklaşıma dayanan durum çalışması yöntemi kullanılmıştır. Araştırmanın katılımcıları 2017-2018 eğitim öğretim yılında Van ilinde bir ilkokulda görev yapan 4 sınıf öğretmeni ve bir lisede görev yapan 7 matematik öğretmeninden oluşmaktadır. Araştırmanın katılımcıları amaçlı örnekleme yöntemi ile belirlenmiştir. Araştırmada veri toplama aracı olarak yarı yapılandırılmış mülakat soruları uygulanmış ve veri kaybı olmaması için mülakatlar ses kayıt cihazı ile kaydedilmiştir. Verilerin analizinde öncelikle mülakatlar transkript haline getirilmiş ve içerik analiz yöntemiyle analiz edilmiştir. Yapılan analizler sonucunda sınıf öğretmenleri ve matematik öğretmenlerinin görüşleri doğrultusunda matematik korkusunun temel nedenleri çevresel faktörler, ders içeriği, öğrenci ve öğretmen tutumu olduğu tespit edilmiştir. Ayrıca sınıf öğretmenlerinin görüşlerinden bu korkunun ilkokul kademesinde olmadığı, sınıf düzeyi arttıkça oluştuğu sonucuna ulaşılmıştır. Matematik öğretmenlerinin görüşlerinden ilkokulda okuma-yazma odaklı verilen eğitimin öğrencilerde eksik temel matematik bilgisine ve matematik korkusuna neden olacağı sonucuna ulaşılmıştır. Bu korkuyu aşmak için öğretmen-öğrenci-veli işbirliğine, tutumuna ve sistemde yer alan müfredatın düzeltilmesine ilişkin çözüm önerileri sunulmuştur.
In this study, the effects of the teaching of fractions through animation based contents on EBA and traditional methods of teaching on students' achievement were investigated. This study was designed as a quasi-experimental study with pre-test and post-test control group. In the experimental group, the fractional operations were taught by the researcher through EBA, but in the control group, the fractions were taught by the teachers with traditional methods. The experimental (N = 20) and control (N = 23) groups were determined with purposeful sampling method. Independent samples t-test was used in data analysis. Students' opinions were also collected. It was concluded that the teaching through EBA had a significant effect on the knowledge of the fifth-grade students' fractions. The educational and methodological dimensions were also discussed considering the obtained results.
Probability, which has an important role in students' preferences in daily life, contains objects that are difficult to understand in terms of mathematics education. One of these challenges is the representativeness that reflects an exemplary situation that may arise as a result of an incident. Representativeness is a crucial concept that describes the situation by presenting a suitable model of the situation encountered in the teaching process and helping students to develop ideas about the situation. The object of this study is to determine the misconceptions of high school students (9, 10 and 11th grade) about representativeness in probability and to investigate the change of these misconceptions regarding school types and grade levels. In this study, the survey model, one of the quantitative research methods, was used. The sample of the study, which was determined by purposeful sampling method, consisted of 200 students studying in 9, 10 and 11th grades in two different types of high schools within the city of Van district. As a data collection tool, Representativeness in Statistical Reasoning: Identifying and Assessing Misconceptions survey whose reliability was calculated as 0.84, was applied by adapting to Turkish version. The findings of the study revealed that 41.5% of students had misconceptions about the representativeness in probability.When misconceptions were examined in terms of school types, it could be stated that the incidence of misconceptions in students in qualified schools was less. In addition, as the grade level increased, it is determined that the percentage of misconceptions related to representativeness determined to decrease. In the teaching of abstract subjects such as probability, the preference of examples used by students in their daily lives and the use of concrete materials is expected to reduce the difficulties related to representability.
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