Abstract
Effective mathematics teaching can be actualized only with correct use of the mathematical content language which comprises mathematical rules, concepts, symbols and terms. In this research, it was aimed to examine the mathematics prospective teachers' content language skills in some basic geometric concepts which are ray, angle, polygon, Pythagorean Theorem, area formula of trapezoid and surface area formula of the cone. Participants of the present study were constituted of third grade students in university. From results, it was determined that participants were not able to use the mathematical language adequately and usually not able to explain the concepts using symbols. It was also determined that there were some mistakes on the verbal level that the prospective teachers used to explain the concepts in the research.
Highlights
Mathematics is a universal language [1] that ensures mutual communication between individuals through concepts, terms, symbols and grammar [2], which is referred as mathematical language
Research participants were asked a total of six open questions, three of which requiring the correct use of the conceptual knowledge and mathematical terminology related to some basic concepts of geometry and three others involving to express rules and principles defined by symbols using a correct content and mathematical language
The study expected from prospective teachers to explain some mathematical concepts by using symbols as well as orally explaining formulas provided with their rules resorting to mathematical terminology
Summary
Mathematics is a universal language [1] that ensures mutual communication between individuals through concepts, terms, symbols and grammar [2], which is referred as mathematical language. The effective and accurate use of language is highly important for individuals to explain what they understand and perceive, to develop the mutual communication between the student and teacher and to comprehend mathematical expressions. Misusing the language of the mathematical field will entail a poor communication between the student and the teacher, leading students, in the longer term, to conceptual errors for not being able to properly structure concepts in their minds. This is why math lessons require that language is used in accordance with mathematical knowledge. This study reveals the knowledge by math prospective teachers of the field language in a number of geometry subjects
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