Matemati̇k Öğretmen Adaylarinin Okul Dişi Öğrenme Ortamlarinda Matemati̇k Öğreti̇mi̇ne Yöneli̇k Bakiş Açilari

Abstract

This study explored pre-service middle school mathematics teachers’ perspectives on teaching mathematics in out-of-school learning environments. The current study designed an online course on out-of-school mathematics education and investigated participants’ perspectives before and after the class. The phenomenology method, one of the qualitative methods, was employed. Participants of the study were 36 2nd and 3rd-year pre-service middle school teachers who enrolled in the course. The data sources of the study were participants’ open-ended responses to questionnaires. Open coding was used to analyze the data. The data analysis was carried out under four dimensions: (1) Identification of out-of-school mathematics education environments, (2) teaching contexts for teaching mathematics in out-of-school learning environments, (3) teaching purposes for teaching mathematics in out-of-school learning environments, and (4) frequency for using out-of-school education and their reasons. The findings of the study pointed to important changes in the participants' perspectives on teaching mathematics in out-of- school learning environments after taking the course. The findings of the study would shed light into studies on teacher education in the emerging field of out-of-school mathematics education.