Examining Prospective Middle School Mathematics Teachers’ Modelling Skills of Multiplication and Division in Fractions / Ispitivanje vještina modeliranja budućih nastavnika matematike u višim razredima osnovnih škola na zadatcima množenja i dijeljenja raz

Abstract

Modelling can be considered as an effective way of ensuring permanent learning in the 'Fractions' topic, as well as the other topics of mathematics. When the effect of teacher's knowledge on students' learning is considered, it is important to investigate modelling skills of tomorrow's teachers regarding fractions. Within this context in the present study, prospective middle school mathematics teachers' modelling skills of multiplication and division in fractions were examined. The study was carried out with a total of 104 prospective middle school mathematics teachers who study at the Faculties of Education at two different universities in Turkey. The Modelling Fractions Test (MFT) with six items, three of which were on multiplication and three of which were on division in fractions, was used as a data collection tool. In analyzing the data, descriptive statistics was used and items were evaluated one by one. The findings indicated that the participants showed better performance on modelling with operations in multiplication than with the ones in division, created better models regarding operations requiring multiplication and division of a whole number and unit fraction, and also half of the participants answered questions in MFT as completely correct.

Tam Sayılar Konusunun Öğrenilmesi ve Öğretilmesinde Yaşanan Zorluklar ve Çözüm Önerileri

“…In this regard, it can be argued that teachers play an important role in effectively teaching the subject of whole numbers. As a matter of fact, it is stated that the teacher efficacy factor is of great importance in students' learning mathematics (Erdem and Soylu, 2013;Erdem et al, 2015;Gürbüz, Erdem and Gülburnu, 2013;NCTM, 2000;Romberg and Carpenter, 1986). Teachers' content knowledge and pedagogical content knowledge are among the important factors that are influential within the scope of teacher efficacy (Shulman, 1987).…”

Seventh graders’ strategies for shading the percentages of geometric shapes

“…The skill of shading the percentage of shapes is also related to fraction modelling; in other words, fraction modelling can be useful for shading percentages of shapes. When teaching such concepts, the selected models should be suitable for the levels of the students (Erdem et al, 2015). There are generally three models in the teaching of fractions at the elementary school level: the area or region model, length model, and set model (Parmar, 2003).…”

“…The gestures and attitudes of the students in the pilot study also added a new factor to the study: whether students would enjoy solving the tasks in the test. In addition, the responses of these students who participated in the pilot study were analyzed according to the rubric (see Table 2) developed by Erdem et al (2015) to determine whether this rubric would be appropriate for the actual study. The fact that the Cronbach Alpha coefficient was calculated as .707 shows that the test is useful for this student group.…”

Using Mathematical Models in Fraction Operations: A Case Study

“…Söz konusu çalışmalar genel olarak matematik öğretmenlerinin kesir öğretiminde matematiksel modelleri çok fazla kullanmadıkları ve söz konusu modelleri kullanma konusunda olumlu tutum içinde olmalarına karşın yeterli bilgiye sahip olmadıklarını ortaya koymaktadır (Akgün, Çiltaş, Deniz, Çiftçi & Işık, 2013;Bayazıt, Aksoy & Kırnap, 2011;Çelik & Çiltaş, 2015;Gökkurt, Şahin & Soylu, 2012;Gökkurt, Soylu & Demir, 2015;Özgün, 2012;Tekin-Dede & Bukova-Güzel, 2013;Toptaş, Han & Akın, 2017). Yapılan bilimsel çalışmalar (Behr, et al, 1993;de Castro, 2008;Çiltaş & Işık, 2012;Çiltaş & Yılmaz, 2013;Eraslan, 2011;Gümüş ve diğerleri;Toluk-Uçar, 2009) Ball, 1990;Borko, Eisenhart, Brown, Underhill, Jones, & Agard, 1992;Eisenhart, Borko, Brown, Underhill, Jones, & Agard, 1993;Erdem, Gökkurt, Şahin, Başıbüyük & Soylu, 2015;Işık, 2011;Lubinski, Fox, & Thomason, 1998;Ma, 1999;Tirosh, 2000;Tuna, Biber & Yurt, 2013;Zembat, 2007) benzer sonuçları işaret etmektedir.…”

“…Çiltaş, Deniz, Çiftçi & Işık, 2013;Bayazıt, Aksoy & Kırnap, 2011;Çelik & Çiltaş, 2015;Gökkurt, Şahin & Soylu, 2012;Gökkurt, Soylu & Demir, 2015;Özgün, 2012;Tekin-Dede & Bukova-Güzel, 2013;Toptaş, Han & Akın, 2017). Yapılan bilimsel çalışmalar (Behr, et al, 1993;de Castro, 2008;Çiltaş & Işık, 2012;Çiltaş & Yılmaz, 2013;Eraslan, 2011;Gümüş ve diğerleri;Toluk-Uçar, 2009) (Ball, 1990;Borko, Eisenhart, Brown, Underhill, Jones, & Agard, 1992;Eisenhart, Borko, Brown, Underhill, Jones, & Agard, 1993;Erdem, Gökkurt, Şahin, Başıbüyük & Soylu, 2015;Işık, 2011;Lubinski, Fox, & Thomason, 1998;Ma, 1999;Tirosh, 2000;Tuna, Biber & Yurt, 2013;Zembat, 2007) benzer sonuçları işaret etmektedir. Kılıç & Özdaş, 2010;Kurt & Çakıroğlu, 2009;Orhun, 2007;Şiap & Duru, 2004).…”