Sınıf Öğretmeni Adaylarının Serbest Problem Kurma Durumları

SAYIN, Volkan; ORBAY, Keziban

doi:10.17152/gefad.1095273

Cited by 1 publication

(1 citation statement)

References 27 publications

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“…An essential determinant for elevating the standard of teaching and realizing these potential benefits for both students and the educational environment is the teacher's knowledge and experience (Crespo, 2015;Kılıç, 2017;NCTM, 2000). The teacher's expertise in this domain is linked to their professional background, the diversity of students they encounter, and the quality of their pre-service teacher training (Sayın & Orbay, 2023;Ulusoy & Kepceoğlu, 2018). An examination of the problem-posing skills of pre-service teachers, especially regarding complex mathematical concepts like radical expressions, which have a significant historical impact in the realm of mathematics, may offer valuable insights into the effectiveness of pre-service teacher education (Korkmaz & Gür, 2006).…”

Section: Problem Posing Its Place In Teaching and Its Importance For ...mentioning

confidence: 99%

A Study to Analyse the Quality of Problems Posed by Pre-Service Mathematics Teachers on Square Root Expressions

Mersin,

Karabörk,

Gedik Altun

2023

RCD

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In this study, it was aimed to examine the problems that the pre-service mathematics teachers posed about the square root expressions. 35 pre-service teachers studying in the third grade of the middle school mathematics teaching department of a state university participated in this study in which the case study method was used. Each pre-service teacher was asked to pose 2 free problems related to the square root expressions. The collected data were analyzed according to the framework created by the researcher in line with the literature. Accordingly, the problems that the pre-service mathematics teachers posed were examined in terms of mathematically, data quality, grammar and expression, instructions and amount of data in the problems, solvability and overall assessment (availability). As a result, it was seen that pre-service teachers generally set up problems involving daily life, more than half of the problems they set up were solvable, but there were also problems that could not be solved due to logic errors, conceptual errors and lack of mathematical instructions. In addition, although there were errors in terms of language and expression in the problems, the majority of the pre-service teachers used language and expression at an adequate level.

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