Abstract
The purpose of this study is to determine the preservice secondary mathematics teacher's (PSMT's) views about using multiple representations (MRs) in mathematics lessons. 25 PSMTs were participated in this qualitative study by planning and preparing lessons related to mathematics curriculum attainments. Data were obtained from the form of answers to a questionnaire that includes open-ended questions, lesson plans and participant observations about using MRs in mathematics instruction. The findings of the present study indicate that although PSMTs have some concerns about the usage of MRs, they believe that using them was necessary for mathematics instruction.
Published Version
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