İlköğretim Matematik Öğretmeni Adaylarının İntegrale Yönelik Algılarının İncelenmesi

Abstract

The purpose of this research study is to examine the perceptions of the pre-service elementary maths teachers who attended a teaching application enriched with the modelling activities toward integral concept within the context of anxiety, attitude, and daily life usage awareness. While the quantitative data of the research were obtained from the Perception Scale for the Concept of Integral that was developed by the researchers and whose validity and reliability studies were conducted, the qualitative data of the research were gathered through the semi-structured interviews. At the end of the study, it has been seen that the teaching application enriched with the modelling activities decreased the anxiety levels of pre-service teachers toward the integral and increased their attitude and awareness levels regarding its usage in daily life.

An Examination of Primary School Mathematics Pre-Service Teachers’ Scores in Calculus-I Course According to the Updated Curriculum: The Case of Derivative Concept

“…As a matter of fact, when the education process is taken into account, the science of analysis, which has an important place at every stage from secondary education to graduate school, includes high-level mathematical skills, and improves students' advanced mathematical thinking skills (Kuzu, 2021). In addition, the science of analysis includes advanced mathematical concepts such as limit, derivative, integral, and develops skills such as inquiry, reasoning and mathematical thinking in students (Ergene, 2019;Kuzu 2021;Konyalıoğlu, Tortumlu, Kaplan, Işık, & Hızarcı, 2011). This course of study which emerged as a monumental work by Leibniz and Newton is actually one of the most important discoveries of mathematics (Bingölbali, 2010).…”

Uluslararası Öğrencilerin Matematik Okuryazarlığı Hakkındaki Görüşlerinin İncelenmesi

“…Alanyazın taraması yapıldığında matematik okuryazarlıkla ilgili genelde öğrencilerle (Çetin ve Uyangör, 2019; Köysüren ve Üzel, 2018), öğretmen adaylarıyla (Afifah, Khoiri ve Qomaria, 2018;Ayvaz Can, 2019;Baştürk Şahi̇n ve Altun, 2019;Colwell ve Enderson, 2016;Topbaş Tat, 2018;Kabael ve Burak, 2016) ve öğretmenlerle (Bansilal, Webb ve James, 2015) çalışmaların yapıldığı görülmektedir. Uluslararası literatür incelendiğinde, matematik okuryazarlık üzerine çok fazla çalışmanın olduğu ve farklı ülkelerde matematik okuryazarlığın karşılaştırıldığı çalışmaların da yapıldığı göze çarpmaktadır.…”