Mathematics Teacher Candidates Research Articles

An Examination of Mathematics Teacher Candidates’ Definitions and Images of the Fraction Concept

This study aims to examine the definitions and images of the concept of fractions held by mathematics teacher candidates. However, the aim has been to reveal the similarities or differences in the definitions and images of fractions held by teacher candidates throughout the different stages of the program. A basic qualitative research design has been used in the study. The study group consists of 155 mathematics teacher candidates studying in the mathematics teaching program of a state university in the Central Anatolia Region for the 2023-2024 academic year, selected using the maximum diversity sampling method. A form consisting of open-ended questions has been used as a data collection tool. Descriptive analysis was used in the analysis of teacher candidates' definitions and images related to the concept of fractions. According to the findings of the study, the explanations provided by teacher candidates regarding the definition of fractions have been categorized under four themes: meanings of fractions, types of fractions, association with rational numbers, and elements of fractions. When examining the drawings of teacher candidates regarding the concept of fractions, it has been observed that images of part-whole, sharing, ratio, set, operator, association, and number line have emerged. Teacher candidates have mostly made definitions using the meanings of fractions, with the part-whole meaning being the most frequently used among them. Additionally, it has been addressed how the definitions and images of the concept of fractions change according to the grade levels of the teacher candidates.

Investigation of Secondary School Mathematics Teacher Candidates' Technological Pedagogical Content Knowledge and Information Technology Use through Online Photovoice Method

Investigation of Secondary School Mathematics Teacher Candidates' Technological Pedagogical Content Knowledge and Information Technology Use through Online Photovoice Method

To Praxis Test or Not? Mathematics Content Knowledge Tests for Teacher Licensure and Programmatic Considerations on Moving the Preparation Field Forward

ABSTRACT This study examined the relationships between recommended mathematics coursework for secondary mathematics teacher preparation, internal program measures, prior academic performance, and the Praxis-II testing requirement for initial teacher certification used in several states. Using structural equation modeling and path analysis, the research aimed to understand these relationships and their policy implications. Conducted over six years and holding the program measures and design constant for five cohorts, the study found strong support for specialized content knowledge courses, particularly for secondary mathematics teacher candidates who were not well-prepared in high school. Additionally, the findings suggest that the Praxis-II exam might not be necessary for all teacher candidates in mathematics, especially those who were well-prepared in high school and engaged in advanced mathematics coursework for teachers while meeting rigorous program requirements for teacher licensing. The study argues for reconsidering programmatic design in light of these findings while providing program faculty suggestions for program improvements. State Departments of Education and policy makers may consider the research methodology, validity of internal measures, and testing requirements for Praxis-II for future discussions.

Mathematics Teacher Candidates' Classroom Error Climate, Entrepreneurship and Critical Thinking Beliefs

Mathematics Teacher Candidates' Classroom Error Climate, Entrepreneurship and Critical Thinking Beliefs

Micro-Teaching Application Situations of Secondary School Mathematics Teacher Candidates based on Student Misconception/Difficulty

Misconception/student difficulty is one of the student characteristics that should be known by teachers. Teachers should have effective knowledge and strategies to overcome these misconceptions and difficulties. In this sense, microteaching practices have an important place in the context of pre-service teachers’ ability to increase their knowledge and strategies and their developing professional experience. The aim of this research is to examine the microteaching of primary school mathematics teacher candidates in the context of student misconceptions and difficulties. The research design is in the qualitative reserch model and the case study method was used. The research data were obtained from the analysis of semi-structured interviews with pre-service teachers, prepared lesson plans and micro-teaching video recordings. The obtained data were analyzed by content analysis method. According to the results of the research, although different strategies such as pre-service teachers, group work and class discussion were used, the most frequently used strategy was the strategy of putting students on the board and dealing with misconceptions/student difficulties through sample questions.

Exploring Mathematics Teacher Candidates' Instrumentation Process of Generative Artificial Intelligence for Developing Lesson Plans

The interaction between humans and technologies has a long historical lineage. Presently, generative artificial intelligence tools such as ChatGPT are being employed for various purposes, especially in education and across diverse domains. These artificial intelligence tools carry significant potential to induce profound transformations in the overarching mission and vision of higher education institutions, thereby exerting a considerable influence on higher education institutions dedicated to training teaching professionals. In fact, tools influence and guide human activities through the genesis or development of “utilization schemes”. This study aims to explore mathematics teacher candidates' instrumentation process of ChatGPT for developing lesson plans with particular attention to the utilization purposes and utilization schemes. The research was designed as a case study conducted during the spring semester of the 2022-2023 academic year. The participants included ten mathematics teacher candidates. The study lasted for eight weeks. The data collection tools used in the study included journals filled out by the participants at least once a week when they interacted with artificial intelligence, screenshots of the conversations between the participants and ChatGPT, and the lesson plans prepared by the participants. The collected data was analyzed within the framework of the instrumental approach. The content analysis results revealed that during the lesson planning process, teacher candidates used ChatGPT in six different utilization types associated with six distinct utilization purposes.

“Examples” from the Perspective of Secondary School Mathematics Teacher Candidates

Öğretim sürecinde kullanılan örneklerin seçimi birçok faktörün düşünülmesini gerektirdiği için öğretmeni karmaşık ve zor bir mücadele içine sürüklemektedir. Öğretmen adaylarının öğretmenlik eğitimi aldıkları süreçte örneklerin kullanımı ve türleri hakkında bilgi sahibi olmaları ve buna yönelik bir eğitim almaları onların gelecekte derslerinde kullanacakları örnekleri daha bilinçli seçmelerine yardımcı olacaktır. Bununla birlikte halen üniversitelerde öğrenim gören ilköğretim matematik öğretmeni adaylarının örnekler ile ilgili düşüncelerinin tespiti ile var olan bilgilerini ortaya çıkarmak, varsa kavram yanılgılarını tespit etmek ve buna yönelik çözüm önerileri geliştirmek önem arz etmektedir. Bu nedenle bu çalışmada ilköğretim matematik öğretmeni adaylarının örnek kavramı ile ilgili düşüncelerini tespit etmek amaçlanmıştır. Araştırmada nitel araştırma desenlerinden durum çalışması yöntemi kullanılmıştır. Araştırmanın katılımcılarını bir devlet üniversitesinin ilköğretim matematik öğretmenliği programı 2. sınıfında öğrenim görmekte olan 34 öğretmen adayı oluşturmaktadır. Araştırmanın verileri 2020-2021 akademik yılı bahar döneminde araştırmacılar tarafından hazırlanan yarı yapılandırılmış görüşme formu ile toplanmıştır. Elde edilen veriler içerik analizi tekniğinden yararlanılarak analiz edilmiştir. Araştırmanın sonucunda öğretmen adaylarının örnek kavramı hakkında yeterince bilgi sahibi olmadıkları belirlenmiştir. Katılımcıların, örneğin kullanım amaçları hakkında bilgilerinin kısmen olduğu fakat örneklerin çeşitleri hakkında yeterli bilgiye sahip olmadıkları tespit edilmiştir. Aynı zamanda öğretmen adaylarının büyük bir çoğunluğunun örnek ve soru kavramları arasındaki farkı bilmedikleri sonucuna ulaşılmıştır.

Mathematical benefits of a language-friendly pedagogical tool: a praxeological analysis of teachers’ perceptions and practices

ABSTRACT In this paper, we report on data from 40 middle and secondary school mathematics teachers and teacher candidates as they begin to articulate the intersection of language-friendly pedagogy, mathematics teaching, and a multilingual technological tool by way of a two-hour introductory workshop. We use an Anthropological Theory of the Didactic which recognises that mathematics instruction and language instruction are done differently under distinct institutional conditions (curriculum, culture, language, etc.) to analyse our data. Our findings suggest that teachers’ beliefs and perspectives regarding their multilingual students guide their choices about how to use a powerful digital multilingual platform to either remediate what they perceive as deficits in their students or leverage the assets of multilingual learners.

Exploring the Opinions of Mathematics Teacher Candidates Regarding the Usage of Gamified Digital Education Platform “Dersigo”

Exploring the Opinions of Mathematics Teacher Candidates Regarding the Usage of Gamified Digital Education Platform “Dersigo”

OPINIONS OF MATHEMATICS TEACHERS AND PRE-SERVICE TEACHERS ABOUT THE RELATIONSHIP BETWEEN MATHEMATICS AND CULTURE

When the studies aimed at determining the relationship between 'mathematics' and 'culture' are scanned, although there are many researches carried out worldwide, the researches carried out in our country are quite few. The research aims to determine the perspectives of mathematics teachers and teacher candidates on the relationship between 'Mathematics' and 'Culture' and is important in terms of making a contribution to the field literature on ethnomathematics and cultural mathematics. The participants are 34 mathematics teacher candidates who have taken the "Mathematics and Culture" course and 32 mathematics teachers who are actively working at various. A form consisting of 4 open-ended questions was used. The qualitative data obtained from the answers to these questions were evaluated through content analysis. At the end of the application, it shows that teachers and teacher candidates know the ways to recognize culture and intercultural situations and that the teacher candidates who are not aware of these situations are more than the teachers. Both teachers and teacher candidates see cultural diversity as a privilege that is positive, useful and can develop people both socially and individually. When asked about the contributions of cultural diversity to mathematics education, they agreed that both teachers and teacher candidates will develop students socially, increase course efficiency and provide permanent and meaningful learning, and develop the mind individually and create a rich perspective. However, teachers had more negative ideas about the reflection of cultural diversity in their classrooms on mathematics education than teacher candidates and stated that students would have problems with adaptation, disagreements, and communication problems would increase.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0068/a.php" alt="Hit counter" /></p>

Learning Obstacle to Ontogeny of Mathematics Teacher Candidates on Number Theory

Prospective mathematics teachers must have the characteristics of mathematical science, namely systematic, logical, and critical. This study aims to reveal the analysis of learning obstacles experienced by prospective mathematics teachers in number theory lectures with sub-material of division relations, FPB and KPK. This research uses a qualitative approach method in descriptive form. This research was conducted by collecting data through questionnaires and interviews and validated using the triangulation method. The study was limited to the analysis of ontogenic learning obstacles according to Brosseasu. The results of this study were that 4 out of 6 research subjects experienced the occurrence of ontogenic learning obstacles with details of 37.5% of prospective teacher students experiencing psychological ontogenic obstacles and instrumental ontogenic obstacles, then 25% experiencing didactic ontogenic obstacles. This indicates that students' readiness to take part in number theory courses is still weak. Students are weak in terms of psychological readiness, weak in readiness for complete mastery of related material previously studied and weak in terms of following the thought process needed in this course.

Views of Primary Education Mathematics Teacher Candidates on Distance Education

Bu çalışmada pandemi sürecinde uzaktan eğitim modelini deneyimleyen ilköğretim matematik öğretmen adaylarının uzaktan eğitime yönelik görüşlerinin incelenmesi amaçlanmıştır. Araştırmada Covid-19 sebebiyle uzaktan, yüz yüze ve hibrit eğitime ilişkin deneyime sahip öğretmen adaylarından görüş alınmıştır. Çalışma nicel araştırma yöntemlerinden tarama modeliyle yürütülmüştür. Araştırmanın örneklemini 2020-2022 yılları arasında uzaktan ve hibrit eğitim yoluyla öğrenim gören toplam 131 ilköğretim matematik öğretmen adayı oluşturmaktadır. Araştırmada veri toplama aracı olarak “Uzaktan Eğitime Yönelik Görüşler” ölçeği kullanılmıştır. Ulaşılan veriler tek yönlü ANOVA ve Tukey testi kullanılarak analiz edilmiştir. Çalışma sonuçları hibrit eğitim ile öğrenime başlayan öğretmen adaylarının uzaktan eğitimi öğretici bulsalar dahi etkili bulmadıklarını göstermektedir. Bunun yanısıra yüz yüze eğitimle öğrenime başladıktan sonra uzaktan ve hibrit eğitimle öğrenime devam eden öğretmen adaylarının uzaktan eğitimi hem etkili hem de öğretici bulduklarını göstermektedir. Öğrenim sürecine uzaktan eğitimle başlayıp hibrit eğitim modeliyle devam eden öğretmen adaylarının ise etkililik ve öğreticilik boyutlarında diğer gruplardan oldukça farklılaştığı ve bu süreci daha negatif değerlendirdikleri tespit edilmiştir. Sonuçlar uzaktan eğitimin adaptasyon sağlanabildiğinde verimli ve etkili öğrenme ortamı sağladığına işaret etmektedir.

Analysis of Mathematics Teacher Candidates' Metacognitive Regulation Skills in the Context of Problem Posing Activity

This study aims to examine the metacognitive regulation skills of elementary mathematics teacher (EMT) candidates during the problem-posing process. The case study method, a qualitative data approach, was used in the study. The participants were five EMT candidates studying in the 2nd year of a state university's Elementary Mathematics Teaching program. The study data were collected by a semi-structured problem-posing activity called "House Problem" created by Getzels and Jackson (1962) and organized by Leung in 1993. The problems posed by teacher candidates were completed, semi-structured interviews were conducted with the participants. The data obtained were analyzed according to the researchers' theoretical framework for metacognitive regulation skills (prediction, planning, monitoring, and evaluation). Regarding the metacognitive regulation skills exhibited by EMT candidates in problem-posing situations, it has been concluded that their prediction and monitoring skills are higher than their planning and evaluation skills. Many studies in the literature examine metacognitive skills in the problem-solving process, but the studies focusing on metacognitive skills in the problem-posing process are rare. For this reason, it is thought that the studies focusing on the metacognitive skills of students and teachers in the problem-posing process will contribute to the field.

Investigation of Achievement Test Development Competencies of Primary Mathematics Teacher Candidates

Öğretmen adaylarının sınıf içi ölçme ve değerlendirme faaliyetlerine ilişkin yeterliliklerin eğitim sisteminde kilit role sahip olmasından dolayı, bu çalışmada ilköğretim matematik öğretmen adayları örnekleminde başarı testi geliştirme yeterliliklerinin incelenmesi amaçlanmıştır. Bu amaç doğrultusunda nicel araştırma yaklaşımlarından biri olan betimsel modelden faydalanılmıştır. Araştırma 57 ilköğretim matematik öğretmen adayı ile gerçekleştirilmiştir. Araştırma kapsamındaki öğretmen adaylarından 24 grup oluşturulmuş ve her grup bir başarı testi geliştirmiştir. Araştırma verisi, araştırmacı tarafından geliştirilmiş olan başarı testi için analitik dereceli puanlama anahtarı kullanılarak elde edilmiştir. Geliştirilen analitik dereceli puanlama anahtarı altı ölçüt ve beşli derecelendirmeye sahiptir. Veri analizinde açımlayıcı faktör analizi, Cronbach alfa katsayısı ve çok yüzeyli Rasch modeli kullanılmıştır. Araştırmanın bulguları incelendiğinde, başarı testi geliştiren öğretmen adaylarının farklı yeterlilik düzeylerine sahip oldukları bulunmuştur. Ayrıca başarı testinin geliştirilmesi sürecinde en fazla zorlandıkları aşamanın kazanıma uygun madde yazımı iken, en az zorlandıkları aşama ise başarı testinin amacının belirlenmesi olduğu tespit edilmiştir. Yeterliliği düşük olan grupların daha çok üst düzey zihinsel becerilere yönelik kazanımları seçtikleri ve bundan dolayı soru yazmada zorlandıkları belirlenmiştir. Elde edilen bulgular alanyazındaki sonuçlar ile tartışılmıştır. Öğretmen adaylarının soru yazma yeterliklerinin desteklenmesi amacıyla ölçme ve değerlendirme uygulamalarına yönelik seçmeli derslerin verilerek uygulama boyutunun artırılması gerekmektedir.

Evaluation of Educational Games Prepared by Mathematics Teacher Candidates According to Game Design Key Model

If chosen carefully according to teaching purposes and incorporated into the curriculum, games can enhance teaching and learning. The use of didactic games while teaching maths can support students' motivation and performance during the lesson. Therefore, educational games should be preferred in maths classes as an alternative teaching method. In this study, math teacher candidates' processes of developing educational games were observed, and the aim was to determine their opinions about the process. 52 teacher candidates form the participants of this research, which was conducted as a case study. Teacher candidates were informed about the properties of educational games, and they were asked to develop a mathematical game according to the Game Design Key Model developed by Özkan (2018). The research data was obtained using Game Design Key Model, structured interview forms, and daily plans. The obtained data was analyzed with descriptive and content analysis techniques. The games developed for the study were categorized according to their grade level, design purpose, learning area, game type, the way the game was developed, goal, the obstacle of the game, basic mechanics, feedback, and the number of players. Teacher candidates' views on the process were categorized as factors that make the process difficult and easier, and things that are enjoyed and disliked during the process.

Modelleme Uygulamalarının Matematik Okuryazarlığı Üzerindeki Rolünün İncelenmesi

The mathematical literacy or competence notion in PISA deals with the capacity of students to analyze, reason and communicate efficiently as they pose, formulate, solve and interpret mathematical problems in a variety of situations. The best way to improve mathematics literacy is that students have the necessary mathematical knowledge and different problem solving strategies, know when and how to use these strategies, and work with activities that involve different contexts of interest. When considered in this respect, teachers have an important role in the development of students' mathematical literacy. The aim of this study was to investigate the mathematics literacy status of Mathematics Teacher Candidates through PISA questions. The mathematical literacy status of pre-service teachers was examined within the scope of conceptual, operational and contextual questions and in terms of gender, academic grade point average and mathematical modeling. At the same time, semi-structured interviews have examined the difficulties that pre-service teachers experienced. Fully mixed concurrent equal status design was used. The participants were 113 pre-service mathematics teachers. Independent samples t-test and covariance analysis was used for the comparisons. Qualitative data analysis was conducted with content analysis. The research results, together with the suggestions, reveal important points for future studies.

Deductive Reasoning of Student Teacher Candidates: A Study of Number Theory

Deductive reasoning which includes generalizing, justifying, exemplifying, comparing, and classifying is the main feature of studying mathematics. This study aims to describe qualitatively the deductive reasoning of second-semester mathematics teacher candidates in studying number theory. Mathematics teacher candidates who have equal mathematical abilities and are of the same sex, namely women as research subjects. The results showed that the two subjects met the indicators of deductive reasoning, namely making general statements, making special statements, and concluding. This could be caused by the characteristics of prospective teacher students in receiving, storing, processing, and how to solve problems or what is called cognitive style

Action Research on the Development of Curriculum Literacy and Curriculum Modeling Skills of Mathematics Teacher Candidates Through the Socratic Seminar Technique

Action Research on the Development of Curriculum Literacy and Curriculum Modeling Skills of Mathematics Teacher Candidates Through the Socratic Seminar Technique

Mathematical Modelling Processes of Elementary Mathematics Teacher Candidates: An Example of Waste of Water

Bu araştırmanın amacı, ilköğretim matematik öğretmeni adaylarının matematiksel modelleme süreçlerini incelemektir. Araştırmada, nitel araştırma yöntemi desenlerinden durum çalışması kullanılmıştır. Araştırmaya, 49’u kadın ve 14’ü erkek olmak üzere toplam 63 ilköğretim matematik öğretmeni adayı katılmıştır. Katılımcılar, amaçlı örnekleme yöntemleri içerisinden ölçüt örnekleme yöntemine göre belirlenmiştir. Araştırmanın veri toplama araçları, araştırmacılar tarafından gerçek yaşam durumuna uygun olarak hazırlanmış matematiksel modelleme problemine ilişkin yazılı yanıt kağıtlarından ve gözlem notlarından oluşmaktadır. Verilerin analizinde içerik analizinden yararlanılmıştır. Araştırmadan elde edilen bulgular, öğretmen adaylarının modelleme basamaklarındaki yeterlilikleri yerine getirmede birtakım güçlükler yaşadığını göstermektedir. Öğretmen adaylarının gerçek hayat problemini anlama, matematiksel model oluşturma ve problemi çözmek için matematiksel işlem yapma basamaklarında sorunlar yaşamadıkları ancak gerçek bir durumda matematiksel sonuçları yorumlamada ve sonuçların geçerliliğini doğrulamada sorunlar yaşadıkları belirlenmiştir. Çalışma sonunda, öğretmen adaylarının model kurma ile ilgili farkındalıklarının artırılması öneri olarak sunulmuştur.

Prospective primary teachers’ initial mathematical problem-solving knowledge

Mathematics teacher candidates enter teacher education with knowledge that could support or limit their learning. It is therefore important to gain insights of this knowledge to inform teacher education. This paper offers such insights for prospective mathematics teachers’ initial knowledge of problem solving (PS) for teaching at the beginning of their teacher education programme. It reports on a study that investigated three categories of problem-solving knowledge for teaching: problem characterization, the PS process, and PS disposition. Participants were 109 prospective primary teachers at a university in Spain. Data sources were questionnaires designed for the study to explore the initial knowledge held by the participants for three categories of problem-solving knowledge. Findings indicated that the participants’ knowledge was stronger regarding the PS process and disposition than for problem characterization but had limitations that needed to be addressed in their teacher preparation programme.