Öğretmen Adaylarının Olasılık Konusuna İlişkin Alan Bilgilerinin Kavramsal-İşlemsel Bilgi Kapsamında İncelenmesi

Karaaslan, Katibe Gizem; Ay, Zeynep Sonay

doi:10.17240/aibuefd.2017.17.30227-326594

Cited by 2 publications

(2 citation statements)

References 7 publications

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“…The results of the research show that although many regulations have been made in curricula in terms of teaching algebra, students still experience some problems in the subject field of algebra and they cannot successfully complete certain basic tasks such as interpreting an algebraic expression, forming relations between algebraic expressions, knowing what the concept "variable" means, forming identities, and as a result they have conceptual fallacies (Erdem & AktaĢ, 2018;Macgregor & Stacey, 1997;Övez & Çınar, 2018;ġahiner, 2018;ġimĢek, 2018;UlaĢ, 2015;Yıldız, Çiftçi, Akar, & Sezer, 2015). On the other hand, in some studies students were able to use their procedural skills by applying the necessary rules and formulas on algebraic expressions and identities, but they could not explain these procedures conceptually (Baki & Kartal, 2004;Bekdemir, Okur, & Gelen, 2010;Karaaslan & Ay, 2017;Sarı, 2012). However, researchers detect that in learning environments where conceptual and procedural knowledge are supported and managed together, students can complete the tasks successfully, and permanent learning is achieved (Delice & Sevimli, 2010;Orhan, 2013;Örmeci, 2012;Rittle-Johnson, Siegler, & Alibali, 2001;Rittle-Johnson & Koedinger 2009;TaĢtepe, 2018;Yazır, 2015).…”

Section: The Subject Field Of Algebramentioning

confidence: 99%

Investigation of Conceptual and Operational Understanding Processes of Eighth Grade Students to Identities and Factorization

Ünlüer¹,

Kurtuluş²

2020

Turkish Journal of Computer and Mathematics Education (TURCOMAT)

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The aim of this study is to examine the conceptual and procedural understanding processes of eighth grade students through syllabi based on 5E Learning Cycle for the subjects of identities and factoring. In this qualitative research, the teaching experiment model was used. The research was carried out with 20 students studying in a public secondary school in Istanbul. The levels of mathematical success of these students were, high, medium and low, and thus were heterogeneous. A readiness test was applied to determine the prior knowledge and skills of students about identities and factoring. According to the data obtained from this test, three different syllabi were designed and implemented to examine students' conceptual and procedural understanding processes for identities and factoring. During the 12-hour teaching experiment, data were collected via researcher's observation notes, readiness test, activity handouts and worksheets. The data were analyzed using descriptive analysis technique. According to the results of the readiness test, students could adequately express their procedural knowledge about algebraic expressions in 6th and 7th grades; however, it was inferred that their conceptual knowledge wasn"t complete. Furthermore, evaluations were made during the syllabi which were prepared within the scope of the 5E Learning Cycle. According to the data obtained from these evaluations, students were able to express the concept of identity, which is one of the learning outcomes of identities and factoring, in terms of both conceptual and procedural knowledge. However, it was observed that they were not able to completely achieve procedural and conceptual understanding of the identity (a -b) ², and procedural understanding of the identity a² -b².

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Section: The Subject Field Of Algebramentioning

confidence: 99%

Investigation of Conceptual and Operational Understanding Processes of Eighth Grade Students to Identities and Factorization

Ünlüer¹,

Kurtuluş²

2020

Turkish Journal of Computer and Mathematics Education (TURCOMAT)

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“…Danişman & Tanışlı, 2017), in concepts of probability (ex. dependent probability, chance, sample space), which examine misconceptions and beliefs about probability (for example, Bursalı, & Gökkurt-Özdemir, 2019;Stohl, 2005), and which examines conceptual and procedural levels of knowledge about probability (e.g., Ata, 2014;Karaaslan & Ay, 2017;Kurt-Birel, 2017). A study to develop a test to measure teacher candidates' understanding of statistics and probability at a cognitive level is also a study that measures teacher candidates' statistical reasoning skills (Arican & Kuzu, 2020).…”

Section: Introductionmentioning

confidence: 99%

Assessment of elementary mathematics teachers’ probability content knowledge in terms of different meanings of probability

Kurt¹,

Çoşkuntuncel²

2020

Turkish Journal of Computer and Mathematics Education (TURCOMAT)

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Although the international interest in teaching probability has allowed probability to be treated as a separate learning area in Turkey, its intensity has been reduced and mitigated in the middle school mathematics program. Despite this, the addition of statistics and probability courses for middle school mathematics teacher candidates during their undergraduate education shows the need for them to be trained in these subjects' teaching. However, it is claimed that the probability knowledge that teacher candidates receive in their undergraduate years is not sufficient; they cannot learn probability with different approaches, and therefore do not have the necessary competence to teach probability. In this case, it is necessary to examine the probability knowledge in terms of common content knowledge (CCK), advanced content knowledge (ACK), and specialized content knowledge (SCK) required to teach the probability of mathematics teacher candidates. In this study, probability content knowledge (CCK, ACK, and SCK) of mathematics teacher candidates was examined in the context of different meanings of probability (classical, frequentist, and subjective). According to the general results obtained by applying the probability content knowledge test, which was adapted to Turkish to 98 teacher candidates, it was found that the content knowledge in which participants were most successful was CCK and had a sufficient level of understanding for the classical meaning of probability. However, it was found that there are deficiencies in teacher candidates for ACK and SCK, and their understanding of the frequentist and subjective approach of probability is insufficient. It was recommended to improve and expand the scope of statistics and probability courses given during university education. In parallel, restructuring middle school mathematics programs could be applied to emphasize classical and other meanings of probability.

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Öğretmen Adaylarının Olasılık Konusuna İlişkin Alan Bilgilerinin Kavramsal-İşlemsel Bilgi Kapsamında İncelenmesi

Cited by 2 publications

References 7 publications

Investigation of Conceptual and Operational Understanding Processes of Eighth Grade Students to Identities and Factorization

Investigation of Conceptual and Operational Understanding Processes of Eighth Grade Students to Identities and Factorization

Assessment of elementary mathematics teachers’ probability content knowledge in terms of different meanings of probability

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