Abstract
P Probably the simplest and most comprehensive definition to be made regarding the question of what is mathematics? will be that mathematics is a science of and relationships. It is possible to examine in different levels of difficulty and importance from preschool period to advanced levels. In fact, the robust foundations of advanced algebraic and functional thinking could be established at early ages with the help of patterns. In such an important field of study, investigation of preserves teachers' competencies is thought to contribute to teacher training studies to be conducted in future. The present study was carried out using statistical methods with third-grade preserves teachers from four different programs of the Elementary School Teaching Department at Ziya Gokalp Education Faculty of Dicle University. The research data were collected via pattern activities developed by Olkun and Tanisli (2009). In order to analyze the data collected, t-test, one-way analysis of variance, frequency distributions and Pearson correlation-determination analysis were used. The results of the analysis of the research data revealed that in general, in the field of simple-to-complex patterns, the preserves teachers participating in the study had a high level of competency in the phases of recognition, visualization and verbalization and that they had a medium level of competency in the phases of symbolization and analysis. In the study, no significant differences were found between the preservice teachers' competencies in the acquisition of thinking skills regarding the simple-to-complex with respect to their gender and their programs in the department. When the pattern activities were examined considering the class levels, the preserves teachers reported difficulties due to lack of knowledge at most about the sub-dimensions of Let's continue the pattern to a far step for the elementary school 1st and 2nd grades; Let's determine the relationship for the elementary school 3rd and 5st grades; and Let's generalize and Let's find a relation for the elementary school 6st and 8st grades. Regarding the sub-dimensions, no significant difference was revealed in terms of the program and gender. Only for two of the programs, for the purpose of overcoming the lack of knowledge, background information was given about arithmetic and geometric sequences prior to the application (Elementary School Teaching and Pre-School Teaching). The pretest posttest study was carried out to investigate the impact of the practical experimental work. The increase in the experimental group was statistically significant (t = 2.05, p <.05). The addition of application directed research lab to the front and end debate in the laboratory has been shown achievement tests to be effective in the development of science process skills. The findings obtained in the study demonstrated that the preserves teachers involved in the research sample met certain subjects regarding certain sub-dimensions in the field of simple-to-complex as the elementary school level increased and that they did not take any courses covering these subjects. In order to fill the students' knowledge gap, it is believed that it would be useful if comprehensive courses related to patterns and relationships are included in the curricula of teacher training institutions.
Highlights
It is not simple to define the concept of patterns, the importance attributed to the concept of patters significantly attracted the attention of mathematicians and educators (Orton, 1999)
For the first and second grade efficiencies: in the first efficiency, “finding the rule”, there were significant differences between classroom teaching and pre-school teaching, sciences teaching and elementary school mathematics teaching pre-service teachers against classroom teaching
In the eleventh efficiency; “patterns based on rhythmic numbers”, pre-service teachers in classroom teaching were more successful than others with the only exception of pre-service teachers in elementary school mathematics teaching
Summary
It is not simple to define the concept of patterns, the importance attributed to the concept of patters significantly attracted the attention of mathematicians and educators (Orton, 1999). Students need to experience to recognize, analyze and generalize existing relations between variables in a pattern in youth These experiences result in students being able to form relationships between various thoughts and develop different strategies in mathematics (Reys, Suydam, Lindquist and Smith, 1998). Present study aims to exhibit the state of pre-service teachers’ in the field of patterns, which is the founding stone in observing mathematical relations and in generalization. For this purpose, answers for the following questions were scrutinized: 1. 2. Is there a significant difference between the efficiencies of pre-service teachers in the field of patterns based on the programs they attend? An experimental study with the control and experimental group "Pattern From Simple to Complex" Is there any impact on the success of candidate teachers
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