Effect of Micro-teaching Practices with Concrete Models on Pre-service Mathematics Teachers' Self-efficacy Beliefs about Using Concrete Models

Melihan Ünlü

doi:10.13189/ujer.2018.060106

Abstract

The purpose of the current study was to investigate the effect of micro-teaching practices with concrete models on the pre-service teachers' self-efficacy beliefs about using concrete models and to determine the opinions of the pre-service teachers about this issue. In the current study, one of the mixed methods, the convergent design (embedded) was used. The participants in the study consisted of 41 pre-service elementary mathematics teachers who were enrolled mathematics teacher education programme at a state university in Turkey. In this research, The Instrument of Pre-service Mathematics Teachers Efficacy Beliefs about Using Concrete Models developed by Bakkaloglu [44] and interview forms were used as data collection tools. The research revealed that the micro-teaching practices with concrete models had positive effects on the pre-service teachers' self-efficacy beliefs about using concrete models. Pre-service teachers think that these micro-teaching practices had positive effects on the skills of teaching.

Highlights

In the changing world, those who understand and do mathematics will be more successful in the future [1]
Dependent samples t-test was used to compare the pretest and posttest scores of the pre-service teachers taken from the Self-efficacy Scale for the Use of Concrete Models
The purpose of the current study is to investigate the effect of micro-teaching practices with concrete models on the pre-service teachers’ self-efficacy beliefs about using concrete models and to determine the opinions of the pre-service teachers about this issue

Summary

Introduction

Those who understand and do mathematics will be more successful in the future [1]. It is thought that each student can learn mathematics, but direct perception of abstract mathematical concepts is considerably difficult. It is important to provide students with learning environments conducive to conceptual and meaningful learning rather than to recall and recognition of information [2]. Younger students will learn mathematics more meaningfully in learning environments where information is represented by concrete models. The most valuable learning occurs when students actively construct their own mathematical understanding by using concrete models [3]. This showed how important and necessary is the use of concrete and finite life models in teaching mathematical concepts [2]

Objectives

Methods

Conclusion