Mathematics Teacher Candidates Research Articles

Investigation of Primary School Mathematics Teacher Candidates' Self-Efficacy Levels for Online Learning in Terms of Various Variables

Investigation of Primary School Mathematics Teacher Candidates' Self-Efficacy Levels for Online Learning in Terms of Various Variables

Secondary/High School Mathematics Teachers' and Mathematics Teacher Candidates' Opinions about HTTM (History/Theory/Technology/Modeling) Learning Process

"Abstract: The aim of this study is to investigate the opinions of the secondary and high school mathematics teachers and mathematics teacher candidates who have been educated about HTTM learning process and experienced HTTM activities in the classroom environment about HTTM learning process. The study is a basic qualitative research study conducted with a qualitative understanding. The sample of the study consisted of three secondary school maths teachers working in different secondary schools and three high school math teachers working in different high schools in Turkey during 2016-2017 academic year, five senior class students who are secondary school mathematics teacher candidates taking teaching practice course and applying teaching practices at different secondary schools and five high school mathematics teacher candidates applying teaching practices at different high schools. The data of the study is comprised of video analysis of the interviews conducted through semi-structured interview form with the secondary and high school mathematics teachers and mathematics teacher candidates. Content analysis technique was used in the research. As a result of the data analysis, a two-dimensional structure related to HTTM learning process was obtained. In the first dimension of the findings 15 themes were obtained. These are preparation, time, flexibility, interdisciplinary nature, contemporary skills, technology integration, history of science integration, working with groups, metacognitive skills, conceptual understanding, projects, problem posing, motivation, evaluation and teacher competency. In the second dimension of the findings; benefits, difficulties and suggestions related to 15 themes were put forward."

A Research about Mathematical Visualization Perceptions of Mathematics Teacher Candidates in Terms of Some Variables

This study was conducted to examine mathematical visualization perceptions of mathematics teacher candidates in terms of gender, grade level, and parental educational status. Survey model was used. The population of the research consisted of mathematics teacher candidates who studied at the faculty of education of a university in the east Anatolia part of Turkey in 2018-2019 spring semester. The sample of the study consisted of 231 mathematics teacher candidates (168 Female, 63 Male) chosen by simple random sampling method from this population. In the study, Mathematical Visualization Perception Scale was used for getting data. The data were analyzed using SPSS. The descriptive analysis, study variable; average, percentage, and standard deviation were used. In addition, unpaired t-test for analyzing variation about gender variable, ANOVA, and LSD tests were preferred for analyzing variation about grade level and parental education status. As a result of the study findings, it was determined that the level of mathematical visualization perceptions of mathematics teacher candidates was no significant difference in terms of gender, but it was a significant difference in terms of grade level. Furthermore, math visualization perception level significantly differed according to parental education status.

The Opinions of Mathematics Teacher Candidates Who Have Received a STEM Training on STEM and the Activities they Designed in the Class

This study has been conducted to investigate the opinions of mathematics teacher candidates on science, technology, engineering and mathematics (STEM) training and the activities designed by them. It has been carried out using the case study method, which is one of the qualitative research patterns. In this study, semi-structured interview forms and activity cards have been used to gather data. While semi-structured interview forms served to elicit teacher candidates’ opinions on STEM, activity cards were employed to ask them to design an activity in which they could put their training on STEM into practice. The study has been conducted with 34 senior mathematics education students and the data obtained have been analyzed using the content analysis method. It has been concluded that mathematics teacher candidates have positive views on STEM training. The activities designed by the candidate teachers can be categorized under four categories, which are interdisciplinary, the engineering field it is related to, the preferred method and the activities that are not suitable for STEM. Teacher candidates should be trained on how to integrate STEM education into their lessons. Stem activity examples should be presented to teacher candidates for applicability. Keywords: Mathematics teacher candidate, stem, activity, training, opinion

Probabilistic Thinking Profile of Mathematics Teacher Candidates in Problem Solving based on Self-Regulated Learning

<p style="text-align:justify">Many problems in real life are full of uncertainty. Probabilistic thinking is one way to solve this uncertainty problem. The personality abilities that are interesting to examine include how independent the students are in facing probabilistic solutions. For this reason, it is necessary to study the probabilistic thinking profile of prospective mathematics teachers in solving probabilistic problems in terms of learning the self-regulation. The research method used in this research is qualitative research. In this study, the researcher conducted an analysis of students' probabilistic thinking with the scope of the probability material related to the sample space, the probability of events, and the probability of the random variable space. The profile of the level of probabilistic thinking is influenced by cognitive factors in the form of probabilistic knowledge obtained by students and personality in the form of self-regulated learning. Student learning self-regulated influences the mental activity in decision making. By studying the profile of probabilistic thinking, students are better prepare to face uncertainty with various aspects that influence it.</p>

Development of Pisa 2015 Based Chemical Literacy Assessment Instrument For High School Students

Development of Pisa 2015 Based Chemical Literacy Assessment Instrument For High School Students

Knowledge of Prospective Mathematics Teachers About Preparation Lesson Plans in the Curriculum 2013

Improving the quality of learning for candidates of prospective mathematics teachers is needed, so prospective educators can improve the quality of learning and education in Indonesia. Moreover, PPL students (Field Experience Program) is still very minimal knowledge about curriculum 2013. This research aims to describe the knowledge of prospective mathematics teachers in the preparation of a Lesson Plan (RPP) in the curriculum 2013. Techniques used in data collection include (1) documentation in the form of a collection of lesson plans (RPP) and (2) structured interviews. The knowledge of mathematics teacher candidates about the curriculum 2013 in the preparation of RPP, shows that Subject 2 is higher than Subject 1. Subject 1 with an average of 3.45, and Subject 2 with 3.57. The results of the analysis of the assessment conducted show that the knowledge of mathematics teacher candidates about the Curriculum 2013 is very good, there are still some inaccurate understandings, such as knowledge of the relationship between curriculum tools, compatibility of KD and components in RPP, sources and media to learn knowledge about the context in preparation of perceptions and motivation and the link between learning activities and learning models.

Mathematics teacher candidates’ approaches to using topology in geometry

AbstractWhen we look at the theoretical relationships between the three types of geometry, we find that the most primitive type is topology and that both Euclidean and projective geometry are derived from this earlier type. Therefore, Piaget described the first stage or level of understanding geometry as topological understanding. In this study, the geometric thinking conditions of mathematics teacher candidates were examined and what they think about the topology course was determined by surveying their opinions about the undergraduate courses. The participants of the study consisted of 36 teacher candidates studying in the Mathematics Department of the Faculty of Science attached to a university in Turkey. The findings of the study revealed that none of the teacher candidates used topological thinking to solve the questions in the data collection instrument. Those candidates who considered topology as an abstract course did not associate topology with geometry. A thorough understanding of the meaning of topology and topological thought is an advantage to young children as well as college‐age students; improving mathematics curricula on this topic, particularly at the graduate level, will ensure that all future teachers are appropriately trained for their future responsibility of educating others. We believe that it is necessary to give Topology and topological thought the place they deserve in the educational process.

Using Think-Alouds for Response Process Evidence of Teacher Attentiveness

ABSTRACT There is a need for assessment items that assess complex constructs but can also be efficiently scored for evaluation of teacher education programs. In an effort to measure the construct of teacher attentiveness in an efficient and scalable manner, we are using exemplar responses elicited by constructed-response item prompts to develop selected-response assessment items. Through analyses of think-aloud interview data, this study examines the alignment between participant responses to, and scores arising from, the two item types. The interview protocol was administered to 12 mathematics teachers and teacher candidates who were first presented a constructed-response version of an item followed by the selected-response version of the same item stem. Our analyses focus on the alignment between responses and scores for eight item stems across the two item types and the identification of items in need of modification. The results have the potential to influence the way test developers generate and use response process evidence to support or refute the assumptions inherent in a particular score interpretation and use.

Mathematics Teacher Candidates’ and Their Mentors’ Perceptions about Teaching Practice Courses

Mathematics Teacher Candidates’ and Their Mentors’ Perceptions about Teaching Practice Courses

Views of Mathematics Teacher Candidates on the Use of GeoGebra in Probability Teaching

In this study, it was aimed to reveal the opinions of mathematics teacher candidates about the use of the GeoGebra program, which is dynamic geometry software, in the teaching of probability, which is among the concepts that we generally use in the decision-making process in uncertain situations that we encounter in the teaching process by teachers and students. Within the scope of this purpose, a total of 65 elementary mathematics teacher candidates, who have taken statistics and probability courses at a state university, were given GeoGebra training for 4 weeks and made applications. After the training, a semi-structured opinion questionnaire consisting of 5 questions developed by the researchers was applied to the pre-service teachers. Besides, each participant was interviewed. The study is a case study, and the content analysis method was used in the analysis of the data. It has been determined that it is difficult to write equations in the subject of probability processed through GeoGebra and although it provides result-oriented solutions, it provides good and permanent learning in the context of reaching more sample solutions in a short time, it provides a pleasant, non-monotonous and interesting lesson opportunity by concretizing the subject. Also, it was concluded that dynamic elements provide permanence, but there may be difficulties in applications due to the lack of knowledge of computer use by teachers and students.

Mathematics Teacher Candidates’ Conceptual Knowledges of the Concept of Limit in Single-Variable Functions

The aim of this study is to investigate teacher candidates’ conceptual understanding of the concept oflimit in single-variable functions. The study sample consisted of 30 students who were studying PrimarySchool Mathematics Teaching at the Department of Mathematics and Science Education at a stateuniversity in Turkey and were enrolled in the Analysis I course in their second year. This study used abasic qualitative research design, and data were collected through open-ended questions and clinicalinterviews with focus students. The results revealed that the teacher candidates gave memorizedanswers to conceptual knowledge questions. The results showed that the teacher candidates’ conceptdefinitions were generally based on the right-left limit equation theorem and the dynamic form of thelimit. However, the results of the clinical interviews indicated that teacher candidates avoided givingthe formal definition of a limit.

Investigation Relationship Between Mathematics Teacher Candidates’ Mathematics Anxiety and Mathematics Teaching Anxiety

The aim of this study is to examine whether the mathematics anxiety of prospective elementary mathematics teachers predict their anxiety about mathematics teaching. In addition, it is aimed to examine the anxiety levels of prospective elementary mathematics teachers towards mathematics and mathematics teaching whether these concerns differ according to grade level. For this purpose, the research model is chosen as the general survey model. The research was carried out with a total of 307 prospective teachers studying in the department of mathematics education in the fall semester of the 2018-2019 academic year. In the research, “Mathematics Anxiety Scale for Teachers and Prospective Teachers” developed by Uldas (2005) and “Anxiety Scale for Teaching Mathematics” developed by Peker (2006) were used. At the end of the research, it is determined that both mathematics anxiety and mathematics teaching anxiety levels of prospective mathematics teachers are low. On the other hand, there is no significant difference as regards grade levels in mathematics anxiety and mathematics teaching anxiety levels of prospective mathematics teachers. It is concluded that there is a moderately positive significant relationship between mathematics anxiety and mathematics teaching anxiety of prospective mathematics teachers. Finally, it is determined that mathematics anxiety of prospective mathematics teachers predicts their mathematics teaching anxiety.

EXPLORATORY FACTOR ANALYSIS OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS CAREER INTEREST FOR PRE-SERVICE MATH AND SCIENCE TEACHERS: A CASE OF LAMPUNG UNIVERSITY, INDONESIA

STEM (Science, Technology, Engineering, and Math) learning approach integrates four disciplines, namely science, technology, engineering, and mathematics, in solving everyday life problems and giving many learning experiences to students. This study aimed to analyze career interest in the field of STEM for prospective Indonesian Mathematics and Natural Sciences (MIPA) teachers, studying the patterns of relationships between factors, preference levels, and what factors influence it. The research sample was 300 prospective MIPA teachers at the Faculty of Teacher Training and Education, Lampung University. This work involved several stages as (1) adapting and transliterating STEM career interests instruments based on literature sources, (2) analyzing content validity based on expert judgment, (3) spreading tools to research samples and (4) evaluating research data results, assessing bivariate correlations, and the level of interest preference. The data obtained were analyzed statistically using exploratory and confirmatory factor analysis techniques, reliability and variance analysis, and Pearson product-moment correlation. The research results showed information regarding the items in the questionnaire were grouped into four factors, namely engineering career attitude, mathematics career attitude, science career attitude, technology career attitude with loading factors ranging from 0.575 to 0.848. All these factors were able to explain the career attitude of STEM to the sum of 62.43%. The science and mathematics career attitude is the dominant preference for prospective students of Mathematics and Natural Sciences teachers to have a career in the future. Furthermore, the instruments used are valid and reliable to be used to analyze STEM career attitudes for Mathematics and Natural Sciences teacher candidates.

English

The aim of this study is to determine the non-routine problem solving performances of mathematics teacher candidates. A descriptive survey model was used for this work and it was conducted with 50 teacher candidates studying elementary mathematics teaching in a medium-sized university in Turkey. To determine the non-routine problem solving performance of the teacher candidates, open ended non-routine problems were prepared according to an expert’s opinion. Firstly, the data obtained were examined with a holistic rubric to know the problem solving levels of the teacher candidates and secondly the levels of the teacher candidates for each problem solving step of Polya were evaluated with a two point scale. When the problem solving performances of the teacher candidates were examined in a holistic manner, it was concluded that their performance is low when the difficult level of problem is raised. From the results, it was determined that teacher candidates mostly tended to go through a solution by trying to use arithmetic operations to solve non-routine problems. As a result, it was suggested to examine teacher candidates’ problem solving knowledge and pedagogical content knowledge and to re-evaluate the results of the research with different question types. Key words: Non-routine problem, Mathematics teacher candidates, Mathematics education.

Matematik Öğretmen Adaylarının Tek Değişkenli Fonksiyonların Limit Kavramına Yönelik İşlemsel Bilgilerinin İncelenmesi

Bu araştırmanın amacı öğretmen adaylarının tek değişkenli fonksiyonların limiti kavramına yönelik işlemsel bilgilerinin incelenmesidir. Bu araştırmada öğretmen adaylarının limit kavramı ile ilgili sadece işlemsel bilgisi ele alınmıştır. Araştırmanın modeli temel nitel araştırma olup veri toplama aracı açık uçlu sorulardan oluşmaktadır. Bu çalışmada, elde edilen bulguların yorumlanmasında içerik analizi tekniği benimsenmiştir. Bu araştırmanın katılımcıları 2017-2018 eğitim öğretim yılı güz döneminde Türkiye' de bir devlet üniversitesinde İlköğretim Matematik Öğretmenliği Programında kayıtlı olan Analiz I dersini alan 30 öğretmen adayından oluşmuştur. Araştırmadan elde edilen veriler incelendiğinde öğretmen adaylarının genellikle fonksiyonun bir noktadaki limitini bulurken istenen noktayı fonksiyonda yerine yazdıkları, eşleniği ile çarparak ve cebirsel işlemler yaparak sonuca ulaşmayı tercih ettikleri görülmüştür. Öğretmen adayların tek değişkenli fonksiyonların sol, sağ limitini almada ve tanım değerini limit değerine eşitlemekte başarılı oldukları gözlenmiştir. Adaylar en çok tam değer fonksiyonunun limitini bulmada zorlanmışlardır. Bu durum; adayların tam değer fonksiyonu ile ilgili kavramsal bilgi eksikliğine sahip olmaları ile ilgilidir. Limit, fonksiyonun limiti alınan noktadaki değeri ile ilişkilendirilirse ezbere çözümler elde edilir. Bir fonksiyonun bir noktadaki limiti, fonksiyonun limiti alınan noktanın komşuluğundaki davranışı ile ilişkilendirilmelidir. Limit öğretiminde kavramsal ve işlemsel bilgi arasında denge kurulmalı ve ezbere yöntemlerden kaçınarak matematiksel düşünmenin gelişimini sağlayacak kavramsal öğrenmeyi destekleyen öğretim yöntemleri kullanılmalıdır.

Cognitive Behavior Therapy Application In Peer Bullying: Case Report Elementary School Mathematics Teacher Candidates Opinions On Instructional Technology And Material Design Lesson And Various Material Examples

Cognitive Behavior Therapy Application In Peer Bullying: Case Report Elementary School Mathematics Teacher Candidates Opinions On Instructional Technology And Material Design Lesson And Various Material Examples

Elementary Mathematics Teacher Candidates’ Geometric Thinking Levels and Their Self-Efficacy in Geometry

Elementary Mathematics Teacher Candidates’ Geometric Thinking Levels and Their Self-Efficacy in Geometry

Examining the pedagogical content knowledge of prospective mathematics teachers on the subject of limits

ABSTRACT This research aims to investigate the pedagogical content knowledge (PCK) of prospective mathematics teachers on the subject of limits, based on the two components of PCK: the knowledge of student understanding and the knowledge of instructional strategies. The research sample comprises 33 fourth-year prospective Mathematics teachers (known hereafter as Mathematics Teacher Candidates or MTCs). As a data collection, a tool PCK test was used and the PCK test contains seven questions, including questions related to the misconceptions of students about limits. The MTCs were asked to identify inaccurate answers to each question, to state the causes of the mistakes and to design an instructional process to eliminate these mistakes. A descriptive analysis technique was used to analyze the data. Based on the ‘knowledge of student understanding’ component, it was observed that the MTCs could not find the reasons underlying the mistakes, even though they could determine the student's mistakes. On the other hand, based on the ‘knowledge of instructional strategies’ component, it was seen that most of the MTCs did not fully express their process in correcting the students' mistakes or only gave general answers. It was seen that there were deficiencies in both knowledge components.

Mathematical communication profile of female student who is mathematics teacher candidate in implementing teaching practice program

Students who are mathematics teacher candidates have different mathematical communication skills. They carry out mathematics learning when doing teaching practice. Their mathematical communication skills greatly influence the communication that is implemented into mathematics learning in the classroom. This study aims to describe the mathematical communication profile of female students who are mathematics teacher candidates. The participant of this study was a female teacher candidate who was carrying out teaching practice (PPL) at the training school. Data collection was done by recording the implementation of learning, which was presented through learning video transcripts and analyzed by data reduction, data displaying, and interpretation-verification. The results of this study are prospective female teachers always ask students to repeat their answers, to ensure the answers mentioned. This has resulted in the fact that female mathematics teacher candidates are not strict in making decisions, seem rambling in making decisions. The nonverbal communication of female teacher candidates is a clear voice heard throughout the class; ways/gestures, movements of appearance and facial expressions show calmness and smile to students, so learning flows smoothly.