Pre-service Middle School Mathematics Teachers’ (Mis)conceptions of Definitions, Classifications, and Inclusion Relations of Quadrilaterals

Baktemur, Gamze; Civak, Rukiye Ayan; Işıksal-Bostan, Mine

doi:10.30935/scimath/11206

Cited by 2 publications

(9 citation statements)

References 18 publications

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“…Stephen, almost all the participants' attempts to define the shapes, made no effort to consider the inclusion relation among the quadrilaterals. This finding supports that of Baktemur et al (2021), who also found, in their study, that the participating teachers described the types of quadrilaterals without any attention to the inclusion criteria among the shapes.…”

supporting

confidence: 88%

“…Literature shows similar findings as reported by Ulger and Broutin (2017). Baktemur et al (2021) investigated pre-service teachers' conceptions and misconceptions of definition, classification and inclusion in which 20 purposely selected participants were involved.…”

Section: Pre-service Teachers' Understanding Of Quadrilateralssupporting

confidence: 65%

“…A teacher's thinking is his or her realistic part of mathematical knowledge, which can be accessed in detail if given the opportunity to explain, justify, or substantiate his or her mathematical ideas (Hufferd-Ackles et al, 2004;Mudaly, 2015;Sfard, 2007. Even though several studies have been conducted on pre-service teachers' geometric thinking (Arslan et al, 2016;Baktemur et al, 2021;Biber et al, 2013;Ndlovu, 2015;Unlu, 2022;Zuya & Kwalat, 2015), those that connect the pre-service teachers' geometric thinking and pedagogical practices are rarely explored. This study, therefore, filled this gap by analysing pre-service mathematics teachers' geometric thinking and their classroom discourse using commognitive lens.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…Several studies report that pre-service teachers' have difficulty understanding quadrilaterals, definitions, and inclusion criteria of classifying quadrilaterals (Baktemur et al, 2021;McCammon, 2018;Ndlovu, 2014;Pickreign, 2007;Rianasari et al, 2016;Ulger & Broutin, 2017;Wang, 2013;Zilkova, 2014). According to Rianasari et al (2016), quadrilateral classification is one of the topics taught in secondary school mathematics, so it is expected that teachers and pre-service teachers understand the definitions and inclusion relations among them.…”

Section: Pre-service Teachers' Understanding Of Quadrilateralsmentioning

confidence: 99%

“…Concept definitions are the kinds of words used to designate or specify a given concept (Fujita & Jones, 2006). Concept definitions play a critical role in the teaching and learning of mathematics (Baktemur, et al, 2021;Cunningham & Roberts, 2010). In this section, the PSTs' word uses in defining geometric concepts and properties, are analysed and described.…”

Section: Word Use In Defining /Describing Geometric Conceptsmentioning

confidence: 99%

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An analysis of pre-service mathematics teachers’ geometric thinking and classroom discourse using a commognitive lens.

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five keywords from the following Abstract: Learning geometry equips learners with cognitive skills such as visualisation, critical thinking, spatial reasoning and problem-solving abilities, that are necessary for learning mathematics in general. However, geometry is noted to be difficult for learning as well as teaching. An investigation of this difficulty, especially with teachers, will help address its teaching and learning. The purpose of this study was to analyse pre-service teachers’ geometric thinking and classroom discourse using the commognitive lens. The study was guided by three objectives, which were to analyse the pre-service teachers' discursive thinking in geometry; the nature of their routine thinking in solving the geometric tasks, and how these informed their classroom geometric discourse. The study aligned itself to the qualitative approach and was underpinned by the interpretivist research paradigm. Eight pre-service teachers who were second-year university students and had taken geometry as part of their programme modules, participated in the study. The study site was conveniently selected, whilst the participants were selected on purposively. Geometry worksheet (test), interview and classroom observation, were used to generate written, verbal (oral) response, and visual data in relation to the study objectives. The data was analysed using the themes of the commognitive framework. The results show that both literate and colloquial word use were found in the discourses of the pre-service teachers. Many participants in Group A used more literate words to define and explain geometric concepts and how they solved the geometry problems, than the participants in Group B, who used both literate and colloquial words. Also, the routine solution strategies of many in Group A showed more of an explorative way of thinking compared to those in Group B, who demonstrated more of a ritualised way of thinking. In addition, multiple solutions to tasks were found by many of Group A participants than those in Group B. Generally, many of the study participants demonstrated limited geometric thinking. Misconceptions were evident in the discourses of some pre-service teachers in both groups. Other key findings from the classroom observation were that, many participants in Group A demonstrated an explorative instruction that is characterised by developing learner understanding and using different kinds of visual mediators as compared to participants in Group B, whose classroom geometric discourse was ritualised in nature. In other words, their teaching was more procedure-driven than conceptual. The study concludes that many of the PSTs possess limited geometric thinking. In addition, those who possessed good geometric thinking were more capable of engaging learners in explorative instruction compared to those with limited geometric thinking. These findings may have an influence on mathematics teacher educators’ efforts to develop teaching competence among pre-service teachers.

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supporting

confidence: 88%

Section: Pre-service Teachers' Understanding Of Quadrilateralssupporting

confidence: 65%