Mathematics Teacher Candidates Research Articles

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.

Reimagining Multiliteracies for Science and Mathematics Teacher Candidates during the Pandemic

The researchers used a duo-ethnographic approach to examine mathematics and science teacher-candidates (TCs) experiences with a Multiliteracies Across the Curriculum course during the pandemic and how the shift to online delivery impacted their attitudes. Through one researcher’s course reflections and students’ anonymous course survey comments in 2020, the research revealed that some TCs lack of exposure to literacy-based teaching impacted their literacy identities and initial resistance to the course. However, the shift to online learning, increased course relevance, exposure to diverse online methodologies and multiliterate tools seemed to have positively impacted mathematics and science TCs attitudes toward Multiliteracies Across the Curriculum compared to previous years.

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.