Matematik Öğretmeni Adaylarının PISA Problemi Kurma Becerilerinin İncelenmesi

Abstract

ARTICLE INFO In this study, mathematics teacher candidates' problem posing skills appropriate to the nature of PISA were investigated in this study. The case study method, one of the qualitative research methods, was used in the study. Participants of the study are constituted of 55 mathematics teacher candidates studying in education faculty of a university. In the study, initially, teacher candidates were educated about PISA exam. During the education, knowledge about the purpose of PISA and held by whom, which skills are assessed, how the questions are prepared and evaluated, which features the questions have and information about the performances of the other countries were given. Later the questions which were placed in PISA were analyzed under categories of context, content, process skills and question types. Teacher candidates were also given detailed information on how these questions were evaluated. After this training, teacher candidates were given a research project to prepare three questions appropriate to the nature of PISA. The problems that teacher candidates have prepared are analyzed by two researchers with the data analysis framework developed by the researchers. As a result of the study, it has been found that many of the problems that teacher candidates have posed are appropriate to the nature of PISA. In addition, it has been seen that the teacher candidates usually posed openended problems, but they less prefer to pose multiple-choice and shortanswer problems. When teacher candidates' problems are examined in terms of content, context and process skills, it has been determined that they most posed problems in the content of quantity (Numbers and Operations), in the personal and occupational context and generative skill oriented. In addition, most of the teacher candidates made an explanation for the exactly correct category and the zero categories for evaluating the problems they posed, but not for the partially correct category.

Science Teacher Candidates’ Epistemological Beliefs and Critical Thinking Disposition

“…Participants seem to feel more comfortable with developing problems in change-relationships and space-shape content. Sahin and Basgul (2018) showed that the results of this research conducted with pre-service mathematics teachers and the results of this research differ according to the content dimension of the problems. Also, quantity and uncertainty-data contents were more dominant in the problems posed by pre-service mathematics teachers (Sahin & Basgul, 2018).…”

“…This is because the process, content and context skills that are targeted within the ML are dependent on the nature of the problems and problems being addressed. Sahin and Basgul (2018) found that mathematics preservice teachers usually posed open-ended problems, but they less preferred to pose multiple-choice and short answer problems after the ML training. Moreover, this result of this study can be seen as the positive reflections of the course that the participants take for ML because of the nature and assessment of ML are compatible with open-ended problems.…”

“…It can be said that the mathematics teachers and pre-service teachers participating in the study have not similar problems concerning the context. In a study by Sahin and Basgul (2018), it was found that pre-service mathematics teachers preferred to develop more mathematical problems in personal and occupational contexts. Concerning context, it is understood that the results in the relevant literature overlap with the results of this research.…”

“…The researchers stated that there was a significant relationship between mathematics teachers' mathematics literacy and self-efficacy towards problem posing. In another study, Sahin and Basgul (2018) investigated mathematics pre-service teachers' problemposing skills appropriateness to the nature of PISA. Their findings showed that many of the problems that pre-service teachers posed are appropriate to the nature of PISA.…”

“…In this study, ML and problemposing concepts will be emphasized because problem-posing and problem-solving skills can be seen as complementary elements. Moreover, while ML and problemsolving relationships have been examined in many studies (Memnun, Akkaya & Hacıomeroglu, 2012;Sumen & Calisici, 2012), there are limited studies on ML and problem-posing relationships (Ozgen, Ozer & Arslan, 2019;Sahin & Basgul, 2018). Various problem-posing studies have been conducted with pre-service teachers, but there are limited studies on problem-posing in the context of mathematics literacy.…”