The prospective mathematics teachers’ thought processes and views about using problem-based learning in statistics education

Abstract

The purpose of this study is to determine prospective mathematics teachers' views about using problem-based learning (PBL) in statistics teaching and to examine their thought processes. It is a qualitative study conducted with 15 prospective mathematics teachers from a state university in Turkey. The data were collected via participant observation and semi-structured interviews. To determine their thought processes, all PBL sessions and interviews were audio-taped. The analysis of the data suggests that the participants liked the PBL application. They had overall positive views regarding PBL, although there were some stated concerns regarding the applicability of PBL in Turkish schools due to insufficient means. The findings also suggest that PBL sessions enhanced their self-expressions; hence, their thought processes had developed in the course of PBL application. We hope that this study will contribute to future studies about the use of PBL method in statistics teaching.

E-Learning Based on Video Presentations to Enhances Attitudes, Skills, and Pedagogical Knowledge of Prospective Teacher Students During the Covid-19 Pandemic

“…The pedagogical knowledge taught to students through introductory education courses includes educational theories, problems and future educational developments. This is very important given because it is part of the knowledge that must be possessed by prospective teachers, namely pedagogical content knowledge and also TPACK (Bukova-Güzel, 2010;Cantürk-günhan et al, 2012;Kilic, 2013;Murtafiah & Lukitasari, 2019). The development of e-learning based on video presentations in this introductory education course is feasible because it meets the criteria of being valid, practical, and effective.…”

Métodos y proyectos transdigitales

“…Además, se encontraron otras metodologías relacionadas con los aprendizajes, basadas en: competencias, entendida como la capa- proceso donde los estudiantes investigan a través de formular preguntas, recopilar y analizar datos para finalmente interpretarlos y resolver de forma creativa problemas significativos generando así un pensamiento estadístico. Su principal característica es que permite trabajar en pequeños grupos colaborativos formados por estudiantes seleccionados al azar permitiéndoles expresar opiniones e interactuar con sus compañeros dando sentido al conocimiento aprendido en el aula y desarrollan una base de habilidades estadísticas que los prepare para una variedad de áreas que pueden encontrar en el futuro (Canturk-Gunhan et al, 2012;Carter et al, 2017;Nowacki, 2015;Shiu, 2013;Stern et al, 2020). También aprenden a resolver de forma creativa problemas de la vida real (Hu et al, 2017).…”

Problemetan Oinarritutako Ikaskuntza (POI) unibertsitatean: bere aplikazioa ikerketa metodologiako irakasgai batean

“…Hori bat dator ikasleek Problemetan Oinarritutako Ikaskuntzari buruzko pertzepzio positiboa dutela ondorioztatu duten ikerketekin (Azman eta Shin, 2012;Cantürk-Günhan, Bukova-Güzel eta Özgür, 2012;Hussain, Mamat, Salleh, Saat eta Harlandek, 2007).…”

“…Harlandek (2002) POI metodologiaren eraginkortasunaren azterketaz gain, hainbat kasutan, metodologia aktibo honi buruz ikasleek duten pertzepzioa ere neurtu izan da. Ikerketa horiek diotenez, oro har, ikasleek POI metodologiari buruzko pertzepzio positiboa dute (Azman eta Shin, 2012;Cantürk-Günhan, Bukova-Güzel eta Özgür, 2012). Horren harira, Hussain, Mamat, Salleh, Saat eta Harlandek (2007) ikasleek metodologia honi buruz zuten pertzepzioa aztertzean, ikasleek euren deskribapenetan gehien erabili zituzten adjektiboak dibertigarria, motibagarria, erosoa, kitzikagarria eta esanguratsua izan zirela ikusi zuten.…”