Okul Öncesi ve Sınıf Öğretmeni Adaylarının Yaratıcı Düşünme ve Problem Çözme Becerilerinin İncelenmesi

Köse, Erdoğan; Ercoşkun, Nilay Çelik; Balci, Aslı

doi:10.21764/efd.13121

Cited by 22 publications

(8 citation statements)

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“…Özerbaş (2011) expresses creativity as being able to go beyond the existing patterns and present unusual ideas to solve a problem we encounter in daily life. Similarly, Köse, Ercoşkun, and Balcı (2016) emphasized that there are many definitions of creativity and stated that in these definitions, creating a new and original product and developing a different perspective towards problems and ideas are frequently stated. Participants mentioned the instructional (pedagogical) and personal characteristics of a creative teacher.…”

Section: Results Discussion and Suggestionsmentioning

confidence: 99%

Investigation of Mathematics Teachers' Views on Mathematical Creativity and Creative Problem-Solving Skills

Demir

Açıkgül

2021

International Journal of Educational Studies in Mathematics

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This study aims to determine the opinions of mathematics teachers studying at the postgraduate level about mathematical creativity and creative problem-solving skills. The case study method, one of the qualitative research methods, was used in the study. The participants of the study comprised 5 mathematics teachers who are 2 master's, 3 doctoral students. A semi-structured interview form was used as a data collection tool in the study. The data of the study were analysed by the systematic analysis method. According to the results, teachers' opinions about creativity were discussed within the scope of "innovation, originality, difference, productivity, imagination" themes. Participants mentioned the instructional (pedagogical) and personal characteristics of a creative teacher. Teachers presented opinions related to mathematical creativity such as providing more than one (different) solution to a problem, solving the problem in different ways, and having a different point of view. While two of the teachers did not think themselves as adequate in mathematical creativity, the others stated that they found themselves creative. Answers to the mathematical creativity problem showed that teachers' creative problem-solving skills were low.

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Section: Results Discussion and Suggestionsmentioning

confidence: 99%

Investigation of Mathematics Teachers' Views on Mathematical Creativity and Creative Problem-Solving Skills

Demir

Açıkgül

2021

International Journal of Educational Studies in Mathematics

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“…Similarly, in studies conducted with problem posing, it was observed that pre-service teachers had difficulty in posing problems requiring creative reasoning (Crespo, 2003;Işık & Kar, 2012;Korkmaz & Gür, 2006;Ulusoy & Kepceoğlu, 2018;Xie & Masingila, 2017). The problems posed by pre-service primary school teachers are generally one-step, routine problems involving simple calculations (Crespo, 2003;Işık & Kar, 2012;Korkmaz & Gür, 2006;Serin, 2019;Xie & Masingila, 2017). Işık, Işık, and Kar (2011), in a study conducted with pre-service primary school teachers, stated that the problems posed are problems that do not have linguistic complexity, are stated as homework, are simple, and do not require high-level thinking.…”

Section: Discussionmentioning

confidence: 99%

“…This may be due to the lack of programme knowledge of the prospective primary school teachers. Similarly, in studies conducted with problem posing, it was observed that pre-service teachers had difficulty in posing problems requiring creative reasoning (Crespo, 2003;Işık & Kar, 2012;Korkmaz & Gür, 2006;Ulusoy & Kepceoğlu, 2018;Xie & Masingila, 2017). The problems posed by pre-service primary school teachers are generally one-step, routine problems involving simple calculations (Crespo, 2003;Işık & Kar, 2012;Korkmaz & Gür, 2006;Serin, 2019;Xie & Masingila, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…Ensuring pre-service teachers' problem posing competences will reflect positively on their students' mathematics education (Demirci, 2018;Kar, 2014;Leavy & Hourigan, 2019;Örnek, 2020;Tichá & Hošpesová, 2009). A review of the literature on problem posing, which is beneficial for both teachers and learners in mathematics education, reveals that the problem posing skills of prospective mathematics and primary school teachers are often found to be inadequate (Ellerton, 2013;Hošpesová & Tichá, 2015;Işık & Kar, 2012;Korkmaz & Gür, 2006;Örnek, 2020;Tichá & Hošpesová, 2009;Tekin-Sitrava & Işık, 2018). In mathematics education, the problems found in textbooks, which serve as auxiliary resources for teachers, should enhance students' communication, association, and reasoning skills (Usta & İpek, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Examining The Problems Posed By Classroom Teacher Candidates According to Mathematical Process Skills

Sayın,

Orbay

2024

Cukurova University Faculty of Education Journal

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In mathematics teaching, problem posing is an expected outcome for students. It is important for future teachers to be able to pose problems effectively when implementing the mathematics curriculum. This study aimed to examine the problems posed by classroom teacher candidates based on their mathematical process skills. The Problem Posing Test, used as a data collection tool, was was developed based on four objectives within the domain of measurement learning. In this quasi-experimental study, both the experimental and control groups comprised 25 volunteer classroom teacher candidates each. Analysis of the problems posed by teacher candidates was carried out according to the conceptual framework created by the researchers. The analysis revealed that classroom teacher candidates struggled with mathematical communication, association, and reasoning skills. Specifically, it was observed that they often wrote mathematical units incorrectly or incompletely, overly relied on verbal representation, failed to make interdisciplinary connections, and frequently posed problems requiring analogy-based reasoning. After instruction in problem posing, teacher candidates in the experimental group demonstrated improved mathematical process skills. Future studies should examine the problems posed by teachers or teacher candidates across different grade levels to assess their mathematical process skills.

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“…Öğrencilerin günlük hayatla ilişkili durumlarla karşılaşması motivasyonlarını, tutum ve başarılarının artmasını sağlayabilir (Bingölbali ve Coşkun, 2016;Özay Köse ve Gül, 2016).…”

Section: İlişkilendirme Becerisiunclassified

Sınıf Öğretmeni Adaylarının Serbest Problem Kurma Durumları

SAYIN,

ORBAY

2023

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi

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Matematik öğretiminde öğretmen sınıfta kullanacağı problemin niteliğine dikkat etmelidir. Öğretmen adaylarının zengin bir öğretim ortamı oluşturabilmesi için problem kurmayı deneyimlemeleri önem kazanmaktadır. Bu araştırmada sınıf öğretmen adaylarının serbest problem kurma durumları matematiksel süreç becerileri açısından incelenmiştir. Araştırmaya 4. sınıfta eğitim gören 10 sınıf öğretmeni adayı katılmıştır. 2020-2021 eğitim öğretim yılında uzaktan eğitim yoluyla gerçekleşen bu çalışma nitel araştırma desenlerinden olan eylem araştırmasıdır. Veriler, problem kurma öğretimi öncesi ve sonrası uygulanan problem kurma testi ile elde edilmiştir. Sınıf öğretmeni adaylarının kurdukları problemlerde matematiksel iletişim açısından kavram yanılgılarının olduğu, öğrenci seviyesine uygun olmayan gösterimlerin kullanıldığı ve matematiksel sembollerin yanlış yazıldığı görülmüştür. Kurdukları problemleri, genelde gerçek hayatla ilişkilendirmişlerdir. Ancak uygulama öncesi yer verilmeyen farklı disiplinlerle ilişkilendirmeye uygulama sonrasında da az sayıda yer verilmiştir. Öğretmen adayları genelde benzetmeye dayalı akıl yürütmeyi gerektirecek rutin problemler kurmuşlardır. Sınıf öğretmeni adaylarının konu alan ve müfredat bilgileri problem kurma çalışmalarıyla geliştirilebilir.

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Okul Öncesi ve Sınıf Öğretmeni Adaylarının Yaratıcı Düşünme ve Problem Çözme Becerilerinin İncelenmesi

Cited by 22 publications

References 0 publications

Investigation of Mathematics Teachers' Views on Mathematical Creativity and Creative Problem-Solving Skills

Investigation of Mathematics Teachers' Views on Mathematical Creativity and Creative Problem-Solving Skills

Examining The Problems Posed By Classroom Teacher Candidates According to Mathematical Process Skills

Sınıf Öğretmeni Adaylarının Serbest Problem Kurma Durumları

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