Mathematics Teaching Department Research Articles

Analyse the Views of The Master’s Degree Students at the Mathematics Teaching Department on the Use of Qualitative Research Methods

Analyse the Views of The Master’s Degree Students at the Mathematics Teaching Department on the Use of Qualitative Research Methods

Reflections of the Distance Education Process on Higher Education: A Probability Course Example

Evaluating the effects of the Coronavirus (Covid-19) pandemic on distance education applications in higher education is important for future practice. In this context, the aim of the study is to determine preservice mathematics teachers’ conceptual-procedural knowledge level competencies and general thoughts about distance education in the distance education probability course in the department of mathematics teaching. In the study, a questionnaire consisting of 18 questions was prepared in the light of the literature as a data collection tool for 52 preservice mathematics teachers who took the probability course with distance education in the 2020-2021 academic year. After the implementations, one-to-one interviews were made with the lecturer conducting the course. The data of the study were analysed with the descriptive analysis method. As a result, it was determined that the conceptual-operative knowledge of the preservice mathematics teachers in the probability course in the distance education process was at a medium level. Although it was determined that the participation in online lessons was quite low compared to the lessons taught face-to-face, the preservice teachers mostly followed the lessons from asynchronous recordings, but there was no low performance or unwillingness in the preservice teachers who attended the lessons online. It has been determined that the biggest problem with distance education is the internet access and the low reliability of evaluation process. To increase the reliability, it has been determined that the transition to camera-controlled exams and the use of the safe exam browser (SEB) have been introduced.

Teachers Candidates’ Awareness of Sustainable Development

Today, it is known that rapidly developing industrialization and urbanization seriously threaten the future of humanity. This situation brings to mind the concept of ‘sustainable development’. The aim of this study is to determine the “Sustainable Development’ awareness of prospective teachers in different branches. Survay method was used in the study. The sample of the study consists of 175 pre-service teachers who study in five different branches of the Faculty of Education of a university located in the Eastern Anatolia region in the fall semester of 2018-2019 academic year. 35 students from each of the departments of Science Teaching, Primary School Teaching, Elementary Mathematics Teaching, Preschool Teaching and Social Sciences Teaching participated in the study. The data of the study were collected with a 5-point Likert scale type of 21 items. Prior to this study, the pilot study was conducted with 121 pre-service teachers from different branches of the sample and the cronbach’s Alpha reliability coefficient was found 0,81. From the parametric tests One way ANOVA and Tukey tests were used to analyze the data obtained from the study. As a result of the study, it was determined that the highest mean score in terms of sustainable development awareness belongs to the prospective teachers studying in the Science Teaching Department and the lowest mean score belongs to the prospective teachers studying in the Mathematics Teaching Department. In the study, it was found that there was no statistically significant difference between the sustainable development awareness of Science, Classroom and Social Studies teacher candidates. Adding courses related to sustainable development to the pre-service teachers’ curriculum are among the suggestions of the study.

Investigation of basic mathematical knowledge of preservice maths teachers: procedural or conceptual?

The aim of this study is twofold: to determine which knowledge type (procedural or conceptual) is predominant in basic mathematics topics among preservice primary mathematics teachers and the relation between these knowledge types. The study group consisted of 97 freshmen studying at Primary Mathematics Teaching Department. Case study method was used within the scope of descriptive approach. Participants were administered the Conceptual-Procedural Knowledge Test (CPKT), developed by the researchers, which consisted of questions that measured procedural and conceptual knowledge. Participant answers were analysed by an answer key and a characterization scale, and their levels were determined according to level ranges. Then, the frequency and percentage of the data were calculated and tabularized, and charts were used to make a two-way comparison of the relationship between procedural and conceptual knowledge. The study revealed that preservice teachers’ procedural knowledge was concentrated at levels 2 and 3 whereas their conceptual knowledge at levels 1 and 2. Another result of the study is that while conceptual learning may support procedural learning the contrary is not necessarily true.

Investigation of the Factors That Effect the University Students’ Desperation Levels (Kafkas University Example)

The desperation is a kind of negative foresight on the contrary of positive foresight for the future. That is to say, to some extend, and it is an emotional situation having negative expectations for the future. The aim of the study, determination the factors that are affecting the university students’ desperation levels. This study was conducted to examine the students of Kafkas university despite levels for the future. The sampling groups of this study were the students of Kafkas University Education Faculty educated at Physical Education and Sports Department (25 students), Basic Mathematics Teaching Department (25 students), Science Teaching Department (25 students), and Social Studies Teacher’s Department (25 students) 4th class totally 100 participant students in 2016-2017 academic year. The sampling group was selected using simple random—the data handed with the help of the data collecting scale evaluated by using the SPSS Package Program. The preferences are “Yes (Correct) and No (Wrong)”. As a result of this study, there wasn’t a meaningful difference in the participant students’ desperation levels according to the variables. Students’ desperation level means were lower than p < 0.05.

Assessing the Psychosocial Classroom Environment of Teacher Training Classrooms

This study aimed to investigate the classroom environment perceptions of pre-service teachers enrolled in different departments of a Faculty of Education and to investigate the relations among classroom environment perceptions of pre-service teachers and their course achievement. It was conducted in an education course in the fall semester of the academic year 2017-2018 at a state university. The study was designed according to survey research design and 277 pre-service teachers were chosen according to the convenience sampling method. The data were collected through the “Classroom Environment Perceptions Scale of Pre-Service Teachers (CEPSPT)” analyzed by using descriptive and inferential analysis techniques. The results of the study showed that the departments of pre-service teachers had a significant effect on the perceptions of the classroom environment. Pre-service teachers who enrolled in Classroom Teaching Department perceived classroom environment favorable than those who enrolled in other departments. Moreover, pre-service teachers who enrolled in Elementary School Mathematics Teaching Department perceived the difficulty property of the classroom environment at highest. Finally, several correlations were obtained among the dimensions of the classroom environment and also between the achievement scores of pre-service teachers and their classroom environment perceptions. The findings were discussed in detail concerning classroom environment literature.

Intelligent Data Analysis of Interactions and Relationships among Technological Pedagogical Content Knowledge Constructs via Rough Set Analysis

This study focuses on the relationship among Content Knowledge (CK), Pedagogic Knowledge (PK), and Technological Knowledge (TK) using Technological Pedagogical Content Knowledge (TPACK). The aim of the study is to use the determined relationship to provide mathematical clarity using the Rough Set Theory, which is commonly used in areas such as Artificial Intelligence, Data Reduction, Determination of Dependencies, Estimation of Data Importance and the establishment of Decision (control) Algorithms. Accordingly, TPACK scale was applied to 340 preservice teachers who, at the time of conducting this study, were continuing their teaching at elementary (grade 5-8) and secondary (grade 9-12) Mathematics Teaching Department. The gathered data was broken into three different groups - low, medium and high. The data grouping allowed for applying of the Rough Set Analysis. This will enable TPACK constructs to assign prospective teachers to any of the three identified groups. Analysis has put forth that the CK, PK and TK components explain TPACK with a dependency degree of 0.105 and that even though the levels of significance of each component is low by itself, it cannot be removed from the data set. Lastly, decision rules have been established between CK, PK and TK with TPACK.

RESEARCH OF VISUAL CONTEXTUAL SUPPORT FOR THE SUBJECT OF CIRCLE ON MATHEMATICS TEACHER CANDIDATES

The purpose of this study is to research the effects of visual contextual support for the subject of circle in geometry education. The study was conducted by using one of the qualitative research methods, special case study. The sampling of the research was formed by 72 teacher candidates who are studying in Necmettin Erbakan University Ahmet Kelesoglu Faculty of Education Primary Education Department Primary Education Mathematics Teaching Department. As data collection tool, an evaluation consisting of verbally asked problems regarding the subject of circle was used. Questions were selected according to the relevant subject among the Olympics questions. When selecting the questions, care was taken to contain most basic information about the relevant subject but include the attributes that are having difficulties in transferring of concepts into shapes. As a result of the study, it was observed that teacher candidates were having difficulties in transferring the question into a shape while solving the questions that are directed to them without a visual contextual support and reaching the correct answer. In conclusion, it is seen that questions provided with visual contextual support could easily be solved by students but prevents their spatial thinking skills. Article visualizations:

Examining the Relationship between Thinking Styles and Technological Pedagogical Content Knowledge of the Candidate Mathematics Teachers

The aim of this research is measuring the technological pedagogical content knowledge of the candidate elementary mathematics teachers, identifying the thinking styles of the same candidates and finding out that whether there is a correlation or not. The research has the characteristics of a basic research to add new information to the scientific literature by examining the correlation. The study was carried out on 288 students from the Elementary Mathematics Teaching Department of the Education Faculty of Selcuk University at 2010-2011 academic years. As data collection tool, “Technological Pedagogical Content Knowledge Scale” was used for technological pedagogical content knowledge and “Sternberg-Wagner Thinking Styles Scale” was used for thinking styles. The SPSS program is used for the data analysis that gathered from the scales. According to the findings obtained at the end of the study; judicial, liberal and hierarchic thinking styles has a meaningful relationship with the sub-dimensions of technological pedagogical content knowledge according to the other thinking styles.

PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS PENGAJUAN DAN PEMECAHAN MASALAH PADA MATAKULIAH PROGRAM LINEAR PRODI PENDIDIKAN MATEMATIKA IKIP PGRI BOJONEGORO

This research and development is meant to produce a product of learning set based on problem submission and problem solving in Linear program course in the department of mathematics Teaching of IKIP PGRI Bojonegoro. The development of this set includes Lesson Plan, worksheet and a test of study result. This research is done within the department of Mathematics Teaching of IKIP PGRI Bojonegoro in the academic year of 2015/2016 from March to June 2016. The population of this research are sixth semester students. The research method used in this research is developmental research, while the model of developmental research used is developmental Thiagarajan which had been modified from four steps into three steps model namely:defining, designing, and developing. The data collection methods used in this research are documentation, Questionnaire, and learning result. The result shows that the set of learning in 4-D model which had been modified, resulted in a good learning set of JUCAMA model because the set of learning produced is a valid set based on the expert and based on the test in the field shows the data as the response toward positive learning, and the result of the test had fulfilled a good validation criteria, reliability as well as its sensitiveness.

PRESERVICE TEACHERS' PERCEPTIONS OF THE RELATIONSHIP BETWEEN SCIENCE AND PEACE

Raising young people aware of the need for science for peace is only possible with modern education that is based on science and enriches science with elements of peace. Accordingly, determination of perceptions of preservice teachers, who will bear the greatest responsibility in raising individuals, about the relationship between science and peace is of great importance. The aim of this research was to develop a valid and reliable scale to measure preservice teachers' perceptions of the relationship between science and peace. A total of 253 preservice teachers, including 88 from the department of science teaching, 87 from the department of mathematics teaching and 78 from the department of primary school teaching, who were in their 4th year in the education faculty of Kocaeli University, Turkey, during the spring term of the academic year 2014-15, were recruited for this study. As a result of the factor analysis, Cronbach’s alpha (á) reliability coefficient of the scale, consisting of four factors, including 'Communication and Intercultural Dialogue' (6 items), "Technological Developments' (6 items), 'Socio-Economic Developments' (7 items) and' Peace Education' (7 items), and 26 items, was found to be .93. The Scale for Perception of the Relationship between Science and Peace (SPSP) is the first unique scale developed to determine preservice teachers’ perception of the relationship between science and peace. Key words: science and peace, perceptions of preservice teachers, scale development.

Research on the Development of Middle School Mathematics Pre-service Teachers’ Perceptions Regarding the Use of Technology in Teaching Mathematics

This study aimed to investigate the changes in teacher perceptions regarding the use of technology subsequent to the training about technology integration in mathematics teaching. A training program that included combined technology, pedagogy and content knowledge was prepared and implemented on pre-service teachers with this aim. Exploratory sequential mixed method, one of the mixed method designs that include qualitative and quantitative research techniques, was utilized in the study. While pretest-posttest experimental design with no control groups was used in the quantitative dimension of research, pre-service teachers’ written views were collected during the qualitative part of the study. Study participants were 34 pre-service teachers attending Middle School Mathematics Teaching Department of a state university during the spring semester of 2013-2014 academic year. Perception Scale for Technology Use and interview forms were used as data collection tools. Descriptive statistical methods and t-test were utilized for analyzing quantitative data whereas content analysis was preferred for qualitative data. Research results presented that significant differences were identified in middle school mathematics pre-service teachers’ perceptions regarding the use of technology as a result of the training related to technology integration in mathematics teaching. Based on the findings, it was concluded that trainings that incorporate technological, pedagogical and content knowledge that are provided during teacher training process develop pre-service teachers’ perceptions related to the use of technology in mathematics teaching.

Scientific Research Competencies of Prospective Teachers and their Attitudes toward Scientific Resea

Present study has been constructed to determine scientific research competencies of prospective teachers and identify the extent of effect of prospective teachers’ attitudes toward scientific research and scientific research methods course on their research skills and attitudes towards research. This study has two dimensions: it is a descriptive study by virtue of identifying prospective teachers’ research skills and attitudes toward research, also an experimental study by virtue of determining the effect of scientific research methods course on prospective teachers’ skills and their attitudes toward research. In order to obtain the data related to identified sub- problems “Scale for Identifying Scientific Research Competencies” and “Scale for Identifying the Attitude toward Research” have been utilized. It has thus been concluded in this study that scientific research methods course had no significant effect in gaining scientific research competencies to prospective teachers and that this effect demonstrated no differentiation with respect to departments. On the other hand it has been explored that scientific research methods course had a negative effect on the attitudes of prospective teachers toward research and that there was a differentiation to the disadvantage of prospective teachers studying at Primary Education Mathematics Teaching Department.

The Impact of Social Networks on Undergraduate Students Learning Foreign Language

The aim of this paper is to identify under which circumstances undergraduate students use social networking sites in order to learn foreign language. The study was conducted with students studying at the Near East University, Department of Tourism and Hospitality Management, Department of Computer Education and Educational Technology, Department of Teaching for the Mentally Retarded, Department of Music Education and Department of Mathematics teaching. In total 85 students agreed to take part in this study. Research was conducted during the fall semester 2013-2014. Students were asked to express the extent of their feeling while learning foreign language through social networking sites for each of the 16 positive items on a 5-point Likert scale. The reliability of the questionnaire was measured through Cronbach Alpha, yielding a score of 0.89. The findings of the study indicate that even though students learn foreign language through social networks, they are still apprehensive in communicating with one another.

Matematik Öğretmeni Adaylarının Bilgisayar Destekli Eğitime Yönelik Tutumlarının İncelenmesi

Nowadays, the use of computers involves in our lives more with the developing technology. Facilitating the work of people, computers provide convenience in the field of education as in every other field. Fulfilling the educational needs of individuals has caused the emergence of various concepts such as Computer Assisted Education (CAE) and Computer Assisted Teaching (CAT). The aim of this study is to determine the attitudes of pre-service mathematics teachers, who were studying at the Department of Elementary Mathematics Teaching at Kazim Karabekir Faculty of Education in Ataturk University in 2010-2011 academic year, towards computer assisted education. The method used in the research was a descriptive one. The scale of Computer Assisted Education (CAE), which was developed by Arslan (2006), and personal information form were used as data collection tools in the study. In view of the conducted analyses, it was observed that the majority of the students who were studying at the Department of Mathematics Teaching developed positive attitudes towards performing computer assisted education during instruction process. Furthermore, no significant difference was found among the attitude scores of teacher candidates related with performing computer assisted education in terms of gender and computer usage frequency.

Perception levels of the students, who have qualified for university admission, in mathematical concepts

This study aims to determine the forms of perception of the students, who have just qualified for university admission, about the mathematical concepts that they gained during elementary education and secondary education process and to determine their level of readiness about general mathematics lesson. In this regard, the sample of the study is composed of 250 first-year students who study at the Department of Science Teaching and the Department of Mathematics Teaching at Kazim Karabekir Faculty of Education, Department of Elementary Education at Atatürk University. A test, which is composed of 8 open-ended questions on the definitions and applications of the concepts, has been applied in order to collect data in the research. According to the obtained results, it is observed that the students do not have much difficulty in the definitions of the concepts whereas they have difficulty in the applications and meanings of these concepts.

Learning styles of primary education prospective mathematics teachers; states of trait-anxiety and academic success

The purpose of present research is to analyze academic success and dominant learning styles and trait anxiety states of Primary Education prospective mathematics teachers. The data have been collected from 168 students enrolled in Erzincan University, Faculty of Education, Primary Education Mathematics Teaching Department. Kolb Learning Style Inventory and Trait Anxiety Inventory have been employed as measurement tools. To answer research questions, besides descriptive statistics, Kruskal Wallis Test, Mann Whitney U Test and simple linear regression analysis techniques have also been employed. Obtained results have proved that dominant learning styles of Primary Education prospective mathematics teachers are mostly converger and assimilator learning styles; states of their academic success vary with respect to their learning styles; trait anxiety levels are not meaningful predictors of their academic success and the level of trait anxiety state does not change with respect to their learning style.