The Connection Competencies of Pre-service Mathematics Teachers about Geometric Concepts to Daily-life

Abstract

However, geometry is the area with the most concrete possibility of mathematical topics which contains more abstract concepts, students experience difficulties while understanding. Therefore, the connection of issues with daily life to concrete the subjects and the ability of connecting geometric concepts with daily life of the teachers and pre-service teachers who will teach these subjects become more important. In this study, the geometric concepts of pre-service mathematics teachers along with their ability of connection with daily life will be examined. 79 senior students studying at the Department of Elementary Mathematics Teaching at the Faculty of Education were asked to give examples from daily life of 21 geometric concepts in the Middle School Mathematics Curriculum. The received responses were analyzed with descriptive content analysis. Upon the examination of the answers given, it was observed that students mostly gave examples of what they had learned since primary school and of terms they used in the lessons frequently.

8th Grade Student’s Skill of Connecting Mathematics to Real Life

“…In fact, it is not wrong to state that when we talk about mathematics many people in society have only numbers, shapes and calculations in their mind. It is possible to see similar results even in researches conducted among teachers and teacher candidates (Umay, 2003;Garii & Okumu, 2008;Lee, 2012;Özgen, 2013;Pirasa, 2016). For example, Garii and Okumu (2008) were examined the skills of classroom teachers regarding to recognition of mathematics in everyday life.…”

Pre–Service Teachers’ Knowledge of Integrating Soccer and Geometry: The Case of University of Education, Winneba

“…The results were however, related to Phillips and Marttinen (2013), Finn and McInnis (2014) and Kokko, Eronen and Sormunen (2015) who found that cross-curricular integration is successful in an array of disciplines. And again confirms, Eli (2009) (as cited by Pirasa, 2016) assertion that the knowledge of pre-service mathematics teachers for geometry instruction was at a low level and that the mathematical connection carried out was a lot more operational rather than being conceptual.…”

“…The results obtained do not support the assertion that pre-service teachers are deficient in integrating geometry and soccer. For example, the result obtained does not support the idea of a deficiency in pre-service teachers' content knowledge of geometry and pedagogy in integrating soccer and geometry as suggested by Pirasa, (2016). Ginsburg (2008), examined high school mathematics teachers' abilities of connecting mathematics with daily life, also does not lend support to this finding.…”

An Investigation of Primary and Middle School Mathematics Textbook Tasks in Terms of Real Life Connection

“…Öğretmen boyutu araştırmaları ile yakın ilişkili olarak, literatür taraması kapsamında üzerinde durulacak üçüncü çalışma teması öğretmen adaylarıyla yapılan araştırmalardır (Gainsburg, 2008;Mandacı Şahin, 2019;Özgeldi ve Osmanoğlu, 2017;Mumcu, 2018;Yorulmaz ve Çokçalışkan, 2017;Pirasa, 2016). Örneğin, Özgeldi ve Osmanoğlu (2017) ortaokul matematik öğretmen adaylarına sundukları kazanımlar ışığında kendilerinden gerçek hayatla ilişkilendirme yapmalarını talep etmişlerdir.…”

“…Çalışmanın bulguları, öğretmen adaylarının toplumda matematiğin tartışılması için %27, klasik problem için %23, gerçek verinin incelenmesi için %17, matematik kavramaları ve uygulamalı gösterimler için %17, basit analojiler için %10 ve gerçek olayların matematiksel modellenmesi için %6 oranında gerçek hayatla ilişkilendirme yaptıklarını göstermiştir. Pirasa (2016) ilköğretim matematik öğretmen adaylarının geometri kavramlarını derslerde kullanılan klasik terimler aracılığıyla gerçek hayatla ilişkilendirdiklerini, ilkokuldan itibaren öğrenilen günlük hayat durumlarını ilişki kurmak için örnek olarak sunduklarını (ör. kare için fotoğraf çerçevesi), dolayısıyla gerçek hayatla ilişkilendirmelerinin özgünlük barındırmadığını ortaya koymuştur.…”