Analysis of Maths Learning Activities Developed By Pre-service Teachers in Terms of the Components of Content, Purpose, Application Methods

Toprak, Çağla; Uğurel, Işıkhan; Tuncer, Gökçe

doi:10.16949/turcomat.33839

Cited by 6 publications

(5 citation statements)

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“…In this sense, the need to improve activity designing skills of pre-service teachers is revealed. The results obtained may be said to be consistent with the literature (Toprak, Uğurel, Tuncer & Yiğit Koyunkaya, 2017;Toprak, Uğurel & Tuncer, 2014;Bozkurt, 2012;Erarslan, 2011;Metin & Özmen, 2009).…”

Section: Results Discussion and Suggestionssupporting

confidence: 90%

Examination of Activities and Problems Oriented toward Algebra Readiness Indicators Proposed by Pre-Service Mathematics Teachers

Şahal¹,

Özdemir²

2019

ADN

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Algebra, which is one of the learning domains of mathematics, is one of the most difficult ones for students as operative and semantic. For this reason, it is necessary to emphasize required importance on teaching algebra from early periods. Teachers have major roles in this process. The courses, taken by pre-service teachers in undergraduate, about teaching algebra in the learning environments and the studies done with them about teaching algebra have importance. In order to deal with the difficulties about teaching and learning algebra, Bottoms (2003) claims that students should become ready for further topics about algebra from middle school to until the duration of high school period. In regard to this view, five different process indicators and 12 different content indicators were determined. Three levels were determined for the indicators as basic, proficient and advanced (SREB, 2008). The purpose of this study is to examine the activities and problems oriented toward algebra readiness indicators, proposed by pre-service mathematics teachers in terms of levels introduced by SREB (2008). The study is based on qualitative research methodology. Participants of the study are 23 pre-service mathematics teachers from a public university in Turkey. The study was done in 2017-2018 fall term. The data was analyzed with respect to content analysis and descriptive statistics. Findings showed that whereas 65.22% of preservice mathematics teachers proposed activities in the level of basic and proficient, 56.23% of them developed activities in advanced level. Besides, it was also reached that pre-service teachers proposed at least one activity for each level. Yet, proposed activities and problems were not related to daily life contexts.

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Section: Results Discussion and Suggestionssupporting

confidence: 90%

Examination of Activities and Problems Oriented toward Algebra Readiness Indicators Proposed by Pre-Service Mathematics Teachers

Şahal¹,

Özdemir²

2019

ADN

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“…In contrary to this, that only one pre-service teacher expressed the purpose of reinforcing concepts indicates that the preservice teachers preferred to prepare an activity during the teaching of a lesson, but they did not prefer to use an activity aiming at implementation or reinforcing. The results reached by Ozturk and Isik (2018) and Toprak et al, (2014) in the way that the activities developed under the component of purpose aimed to realize one learning at most and have students comprehend a new subject seem to parallel the findings of the present study. Contrary to this, the finding reached by Toprak et al, (2014) in the way that the second purpose was to reinforced the learned concept(s) contradicts with the ones which were obtained in this study.…”

Section: Discussion Conclusion and Suggestionssupporting

confidence: 87%

“…The results reached by Ozturk and Isik (2018) and Toprak et al, (2014) in the way that the activities developed under the component of purpose aimed to realize one learning at most and have students comprehend a new subject seem to parallel the findings of the present study. Contrary to this, the finding reached by Toprak et al, (2014) in the way that the second purpose was to reinforced the learned concept(s) contradicts with the ones which were obtained in this study. One of the points to which the pre-service teachers paid attention within the scope of the sub-theme of purpose was the activity's aiming to achieve permanent learning.…”

Section: Discussion Conclusion and Suggestionssupporting

confidence: 87%

“…On the contrary, it was obtained that the codes of using materials and tools which are appropriate for acquisitions, Including sequence and guidance, Determining students' individual or group works were stated least frequently. In their study, Toprak et al, (2014) determined that the most-preferred implementation style was the teaching with a small (collaborative) group according to the implementation styles of the designed activities, which supports the findings of the study. In addition to this, the pre-service teachers" statements expressed as "I pay attention to the class organization" and "the implementation duration of the activity should be determined well" are an indication of the fact that the pre-service mathematics teachers did planning by considering not only the activity itself but also the classroom environment during the implementation of the activity.…”

Section: Discussion Conclusion and Suggestionssupporting

confidence: 66%

“…In his study, Ozgen (2017) examined the mathematical learning activities with regard to skills, purpose, mathematical competence and cognitive processes, and gave place to the examples related to the concept of function with the aim of concretizing different kinds of mathematics learning activities. In their study, Toprak, Ugurel and Tuncer, (2014) analyzed the activities developed by the pre-service teachers with respect to their purpose of design, the subject they chose and the way of implementation. Consequently, it was determined that the pre-service teachers preferred the subjects at different class levels in the mathematics teaching program more frequently in the design of an activity.…”

Section: Introductionmentioning

confidence: 99%

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The Points to be Considered while Developing the Activities for the Mathematics Course

ÇENBERCİ

2023

International E-Journal of Educational Studies

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The need for constructivist classroom environments in mathematics teaching cannot be ignored in order for sustainable development to continue. One of the most important applications of constructivist classroom environments in mathematics education all over the world is mathematical activities. The proficiency of pre-service mathematics teachers in developing activities will support constructivist classroom environments. In this study, it was aimed to reveal pre-service mathematics teachers' thoughts about what points they consider while they develop activities for mathematics courses. With this aim, an open-ended question was addressed to 23 pre-service teachers taking education at Elementary Mathematics Teaching program of a state university and having received the elective course of Activity Development in Mathematics Teaching. The obtained data was analyzed via the content analysis method. As a result of the study, it was determined that the participant elementary pre-service mathematics teachers expressed the points which they considered while developing activities with a total of 161 sentences or words. The statements obtained as a result of the analysis of the answers which the pre-service teachers gave to the research problem were gathered and examined under five sub-themes, namely general, purpose, scope, planning and the role of the teacher in practice. In respect of the points which elementary pre-service mathematics teachers considered while developing activities for mathematics courses, participants considered while developing activities for mathematics courses, they were observed to use statements which were mostly related to the sub-theme of the role of the teacher in practice. When it was evaluated in general, it has been observed that the participant elementary pre-service mathematics teachers are generally aware of the points to be emphasized. However, due to the low number of pre-service teachers who emphasized some points, it was concluded that they did not have enough knowledge about developing activities.

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İlköğretim Matematik Öğretmeni Adaylarının Etkinlik Kavramına Yönelik Algılarının İncelenmesi

Öztürk¹,

Işık²

2020

Celal Bayar Üniversitesi Sosyal Bilimler Dergisi

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Bu araştırmanın amacı; ilköğretim matematik öğretmeni adaylarının etkinlik kavramına yönelik algılarını incelemektir. Araştırmada nitel araştırma yöntemlerinden durum çalışması deseni kullanılmıştır. Araştırmanın çalışma grubunu, Türkiye'nin doğusunda yer alan bir devlet üniversitesindeki ilköğretim matematik öğretmenliği lisans programının dördüncü sınıfında öğrenim gören 12 öğretmen adayı oluşturmaktadır. Araştırmada veri toplama amacıyla görüşme yönteminden yararlanılmıştır. Bu doğrultuda veri toplama aracı olarak, öğretmen adaylarının etkinlik kavramına ilişkin algılarını incelemeye yönelik yarı yapılandırılmış görüşme formu kullanılmıştır. Görüşmelerden elde edilen verilerin analizinde içerik analizi yöntemi kullanılmıştır. Araştırmadan elde edilen verilerin analizi sonucunda öğretmen adayları etkinlik kavramını; materyal kullanılan, oyun oynatılan, aktif katılımı sağlayan, daha iyi öğrenmeyi sağlayan, dersi sevdiren, grup çalışması yapılan, öğrenmeyi kolaylaştıran, şarkı söyletilen ve günlük yaşamdan örneklerin kullanıldığı uygulamalar ve öğretim yöntemi olarak algıladıkları görülmüştür. Ayrıca öğretmen adaylarının neredeyse yarısı lisans öğrenimleri süresince etkinlik kavramına yönelik ders almadıklarını ifade etmişlerdir. Ders aldığını belirten öğretmen adaylarının büyük çoğunluğu ise bu derslerin, etkinlik kavramına yönelik olarak yetersiz bilgi sağladığını dile getirmişlerdir.

show abstract

Analysis of Maths Learning Activities Developed By Pre-service Teachers in Terms of the Components of Content, Purpose, Application Methods

Cited by 6 publications

References 4 publications

Examination of Activities and Problems Oriented toward Algebra Readiness Indicators Proposed by Pre-Service Mathematics Teachers

Examination of Activities and Problems Oriented toward Algebra Readiness Indicators Proposed by Pre-Service Mathematics Teachers

The Points to be Considered while Developing the Activities for the Mathematics Course

İlköğretim Matematik Öğretmeni Adaylarının Etkinlik Kavramına Yönelik Algılarının İncelenmesi

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