İlköğretim Matematik Öğretmen Adaylarının Üçgenlerin Öğretiminde Geometrik İspatları Kullanabilme Becerileri

Abstract

-In this study, it was aimed to reveal prospective elementary mathematics teachers' abilities of using geometric proofs in triangle teaching. The data of this study which was based on the techniques of qualitative research was obtained from students attending third class of elementary mathemat ics teacher education program at a public university in the north of Turkey, in 2013-2014 academic year. As data colletion tool, five openended questions which were prepared by the researchers taking the opinions of experts were used and the obtained data was analyzed through content analysis. The results show that proving abilit ies of prospective teachers are low. Three volunteer prospective teachers were made a semi-structured interviews with the intent of examining their proofs in detail. The obtained interv iew data have exposed that prospectice teachers usually attempt to produce geometric proofs using elementary, concrete and practical solution ways in terms of their own perpectives.

A Day at the Science Center Examining the Experience of the Pre-Service Elementary Teachers on the Practices at the Science Center

“…The reason why the pre-service teachers were interested and excited about Turkish-Islamic Scientists may be due to the fact that they did not have enough knowledge about scientists, research processes, and inventions of scientists. Studies have shown that the perceptions and knowledge of pre-service elementary teachers about scientists include stereotypes and are not based on a realistic basis (Çermik, 2013;Oğuz-Ünver, 2010). The research results indicate that adequate educational support should be provided not only in terms of the perception of scientists but also in terms of having knowledge about scientists.…”

Examining Students Proof Writing and Justification Skills in the Context of Sum of Measures of Polygons Interior Angles

“…The results of studies on proof writing in geometry showed that students' proof writing skills were weak and they had difficulties (Daguplo, 2014;Güner & Topan, 2016;Şen & Güler, 2022). Güner and Topan (2016) revealed that primary school mathematics teacher candidates have weak geometric proof skills, they have difficulty in proving, they have misconceptions that a single example or numerical representation showing accuracy is sufficient for proof, and they cannot transfer their existing knowledge to the proof process. Şen and Güler (2022) examined the effectiveness of teaching activities based on the Van Hiele model on geometric proof writing skills.…”