Teaching Activities Implemented by Pre-Service Primary Teachers While Teaching Mathematics

Mustafa Doğan ,Zehra Taşpınar Şener

doi:10.24193/adn.13.2.4

Abstract

Abstract: The aim of this study is to determine the teaching activities of pre-service teachers in the course of mathematics teaching methods. All of the pre-service teachers have selected an attainment content from the primary (1-4) mathematics education curriculum at the beginning of the semester in the scope of mathematics teaching methods course. Data collection tools include prepared lesson plans and presentation notes by the students, as well as field notes of the researchers in addition to an observation form. According to the results obtained with descriptive statistics and content analysis, while the pre-service teachers were successfully performed in timing and taking into account of curriculum requirements, they were not adequately performed in problem posing and problem solving and also using alternative and appropriate evaluation methods.

Highlights

IntroductionDepending on the ever-changing and renewed social life, new developments are taking place in education and training environments according to the needs of the society
Teachers are effective in the success of students through the quality of all their classroom interactions, including the teaching practices that they give to students (Kilpatrick, Swafford, and Findell, 2001)
The studies that were made emphasize that courses in undergraduate programs were unable to sufficiently prepare teacher candidates, and that teacher training should be organized around a basic set of applications to improve knowledge, skill and professional identity by performing the practice and learning in the process (Caughlan and Jiang, 2014; Magiera, van den Kieboom, and Moyer, 2013; Moyer, 2001; Zeichner, 1993)

Summary

Introduction

Depending on the ever-changing and renewed social life, new developments are taking place in education and training environments according to the needs of the society. The quality of the teacher in classroom is about how he/she behaves in a class and how his/her practices end up in the learning success of the students (Berliner, 2004; Caughlan and Jiang, 2014). The teachers need to have, along with mathematical knowledge, the skills to transform this knowledge into effective teaching practices in order to promote student learning, and to be able to organize classroom environments (Ottmar, Rimm-Kaufman, Larsen, and Berry, 2015). The studies that were made emphasize that courses in undergraduate programs were unable to sufficiently prepare teacher candidates, and that teacher training should be organized around a basic set of applications to improve knowledge, skill and professional identity by performing the practice and learning in the process (Caughlan and Jiang, 2014; Magiera, van den Kieboom, and Moyer, 2013; Moyer, 2001; Zeichner, 1993). Technology/Tools and materials Explain of symbols and concepts/ emphasis on important points emphasis on the textbook / examples and activities in the book Alternatives activities and examples Problem solving and steps/problem posing Attention to time and process steps

Objectives

Methods

Results

Conclusion