The investigation of prospective mathematics teachers’ non-algebraic solution strategies for word problems

Öçal, Mehmet Fatih; Şen, Ceylan; Güler, Gürsel; Kar, Tuğrul

doi:10.1080/0020739x.2019.1597936

Cited by 4 publications

(3 citation statements)

References 23 publications

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“…This orientation of teachers, who start solving with the strategy of using correlations and formulating equations and follow an algebraic path by developing a quick solution, is similar to the finding of teachers in the study of Öçal, Şen, Güler, and Kar (2019) Brown's (2002) studies emphasize the importance of reading comprehension in solving verbal problems, and it is stated that presenting such expressions to students in a short and simple way will increase success. Similarly, Hembree's (1992) study emphasizes that using too many words in lessons negatively affects student achievement.…”

Section: Results and Conclusionmentioning

confidence: 57%

Matemati̇k Öğretmenleri̇ni̇n 5. Siniflarda Problem Çözme Yeterli̇kleri̇

Dedeoğlu

Eğerci

2021

Uludağ Üniversitesi Eğitim Fakültesi Dergisi

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Bu çalışmada, ortaokul matematik öğretmenlerinin 5. sınıflarda problem çözme stratejilerini kullanma yeterlikleri, bu konuda karşılaştıkları zorluklar ve başvurdukları çözüm yollarına ilişkin gelişim süreçlerinin incelenmesi amaçlanmıştır. Araştırma grubunu, 4+4+4 eğitim sisteminin uygulanmasıyla ilk kez 5. sınıflarda ders vermeye başlayan beş ortaokul matematik öğretmeni oluşturmaktadır. Nitel araştırma desenlerinden durum çalışması yönteminin benimsendiği çalışmada veriler araştırmacılar tarafından hazırlanan Problem Çözme Testi ve Görüşme Formları ile toplanmış ve betimsel analiz tekniği ile analiz edilmiştir. Çalışmanın bulguları, öğretmenlerin 5. sınıflarda problem çözmede uygun stratejileri kullanabildiğini göstermekle birlikte, strateji çeşitliliğinin öğretmenlerin kıdemleri ve farklı sınıf düzeylerinde mesleki deneyimleriyle ilişkili olduğunu göstermiştir. 5. sınıf düzeyinde daha uzun süre derse giren veya sistem değişikliğinden sonra mezun olan öğretmenlerin daha farklı stratejiler sergileyebilmiştir. Bu araştırma, eğitim sistemi değişikliklerinin lisans eğitimi ile uyumlu olmadığı ve hizmet içi eğitimle desteklenmediği durumlarda, öğrenci düzeyine uygun öğrenme etkinliklerinin gerçekleşmesinin öğretmenin kendi çaba ve inisiyatifine bağlı olduğunu ortaya koymuştur.

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Section: Results and Conclusionmentioning

confidence: 57%

Matemati̇k Öğretmenleri̇ni̇n 5. Siniflarda Problem Çözme Yeterli̇kleri̇

Dedeoğlu

Eğerci

2021

Uludağ Üniversitesi Eğitim Fakültesi Dergisi

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“…Mahasiswa melakukan tahap memeriksa kembali dengan cara mengoreksi pada setiap langkah jawaban tanpa memberikan solusi alternatif lainnya. Mahasiswa yang cenderung memiliki pemahaman yang terbatas, cenderung tidak bisa memberikan solusi alternatif dalam memecahkan masalah (Öçal, Şen, Güler, & Kar, 2020). Pengecekan kembali hasil jawaban sangat dibutuhkan dalam pemecahan masalah (Capraro, An, Ma, Rangel-Chavez, & Harbaugh, 2012).…”

Section: Pembahasanunclassified

Analisis kemampuan literasi numerasi mahasiswa pada implementasi program kampus mengajar

Yuwono,

Zudha Ferryka,

Setyandari

et al. 2024

J. Pembelajaran Matematika Inovatif

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The aim of this research is obtain a profile of the numeracy literacy abilities of students who have participated in the Teaching Campus program through analysis of the problem solving. This type of research is a case study. The subjects of this research were alumni of the Class 3 Teaching Campus at Widya Dharma University. Research data collection uses test methods and interview methods. The research instruments are the main instrument (researcher) and auxiliary instrument (numeracy literacy test). This research uses triangulation techniques to obtain valid data. The results of this research are (1) in text type questions students mention important information, do not formulate the problem, do not write down strategies, solve the problem correctly, check again without alternative solutions; (2) on text and image type questions, students mention important information and formulate problems, convey strategies, implement strategies with wrong image patterns, recheck answers; and (3) on text and table type questions, students mention important information and formulate the problem briefly, do not convey strategies, solve problems by paying attention to tables, and are less careful in analyzing text and table.

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“…Concerning number characteristics, in problems where dividend and divisor have a common factor, as well as in problems where the dividend or divisor is In addition to the above, other strategies have been identified, such as "guess and check" [8]. In the "guess and check" strategy, the value is predicted and then verified to see whether (or not) it fits the problem conditions [44]. Students with instruction in algebra (e.g., secondary students and pre-service teachers) attempt to employ an algebraic solution, even when the application of arithmetic operations is more straightforward [15,25,26].…”

Section: Strategy Choice and Errors When Solving Multi-digit Divisionmentioning

confidence: 99%

Strategies of Pre-Service Early Childhood Teachers for Solving Multi-Digit Division Problems

Ortiz-Laso

Diego-Mantecón

2020

Sustainability

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Unlike previous research, this study analyzes the strategies of pre-service early childhood teachers when solving multi-digit division problems and the errors they make. The sample included 104 subjects from a university in Spain. The data analysis was framed under a mixed-method approach, integrating both quantitative and qualitative analyses. The results revealed that the traditional division algorithm was widely used in problems involving integers, but not so frequently applied to problems with decimal numbers. Often, number-based and algebraic strategies were employed as an alternative to the traditional algorithm, as the pre-service teachers did not remember how to compute it. In general, number-based strategies reached more correct solutions than the traditional algorithm, while the algebraic strategies did not usually reach any solution. Incorrect identifications of the mathematical model were normally related to an exchange of the dividend and divisor roles. Most pre-service teachers not only failed to compute the division, but also to interpret the obtained solution in the problem context. The study concludes that, during their schooling, students accessing the Degree in Early Childhood education have not acquired the necessary knowledge and skills to solve multi-digit division problems, and thus the entrance requirements at the university must be rethought.

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The investigation of prospective mathematics teachers’ non-algebraic solution strategies for word problems

Cited by 4 publications

References 23 publications

Matemati̇k Öğretmenleri̇ni̇n 5. Siniflarda Problem Çözme Yeterli̇kleri̇

Matemati̇k Öğretmenleri̇ni̇n 5. Siniflarda Problem Çözme Yeterli̇kleri̇

Analisis kemampuan literasi numerasi mahasiswa pada implementasi program kampus mengajar

Strategies of Pre-Service Early Childhood Teachers for Solving Multi-Digit Division Problems

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