Preservice Primary Teachers' Learning
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Recent papers in Preservice Primary Teachers' Learning
ÖZ: Yalnızca toplumumuzda değil dünya genelinde " matematik korkusu " yaygınlaşmakta ve matematik " zor " bir ders olarak algılanmaktadır. Bu araştırmanın temel amacı sınıf öğretmeni adaylarının matematik korkularını incelemektir.... more
ÖZ: Yalnızca toplumumuzda değil dünya genelinde " matematik korkusu " yaygınlaşmakta ve matematik " zor " bir ders olarak algılanmaktadır. Bu araştırmanın temel amacı sınıf öğretmeni adaylarının matematik korkularını incelemektir. Çalışmada nitel araştırma yöntemlerinden olgubilim deseni temel alınmış ve kolay ulaşılabilir durum örneklemesi kullanılmıştır. Araştırmanın çalışma grubunu sınıf öğretmenliğinde öğrenim gören tüm sınıf düzeylerinden gönüllülük esasına göre seçilen toplam 138 sınıf öğretmeni adayı oluşturmuştur. Araştırma sonucunda sınıf öğretmeni adaylarının matematik dersine yönelik metaforik algılarının daha çok " hayat " teması altında toplandığı; " zor " temasının ise daha alt sıralarda yer aldığı görülmüştür. Öğretmen adaylarının matematikle ilgili çok " korku " taşımadıkları, matematik korkularının daha çok öğretmenlerin tutum ve davranışlarından ve kendi önyargılarından kaynaklandığı ortaya çıkmıştır. Anahtar sözcükler: Sınıf Öğretmeni Adayı, Matematik Korkusu, Matematik Eğitimi ABSTRACT: The "fear of mathematics" become widespread not only in our society, but also around the world, as mathematics is perceived as a "difficult" course. The main purpose of this study was to identify the mathematical fear of pre-service primary school teachers. Phenomenological research design was based on which was one of the qualitative research methods in this research and convenience sampling was used. The sample of the study included a total of 138 pre-service primary school teachers who were selected on a voluntary basis from all class levels from primary education departments. The results of the study indicated that the metaphorical perceptions of pre-service primary school teachers generally addressed the "life" theme, while the "difficult" theme was found to be in lower categories. It was observed that the pre-service teachers did not actually experience much "fear" about mathematics. Their mathematical fear resulted from the attitudes and behaviors of their teachers and their own prejudice.
The social and environmental issues facing society call for changes in educational ap- proaches. The massive use of video as a resource for dissemination on social networks calls for further analysis and reflection in education. A video... more
The social and environmental issues facing society call for changes in educational ap- proaches. The massive use of video as a resource for dissemination on social networks calls for further analysis and reflection in education. A video analysis activity using annotations with the CoAn- notation.com platform to develop environmental citizenship is presented. In total, 104 preservice elementary teachers participated in work at Malaga University (Spain). The examined socio-scientific issue was related to illegal mining in Venezuela. Students were able to identify environmental, health, and cultural issues, in this order. The video annotation helped discuss and map a socio-scientific problem to facilitate the analysis of its complexity.
Professional noticing of students’ mathematical thinking in problem solving involves the identification of noteworthy mathematical ideas of students’ mathematical thinking and its interpretation to make decisions in the teaching of... more
Professional noticing of students’ mathematical thinking in problem solving
involves the identification of noteworthy mathematical ideas of students’ mathematical
thinking and its interpretation to make decisions in the teaching of mathematics. The goal
of this study is to begin to characterize pre-service primary school teachers’ noticing of
students’ mathematical thinking when students solve tasks that involve proportional and
non-proportional reasoning. From the analysis of how pre-service primary school
teachers notice students’ mathematical thinking, we have identified an initial framework
with four levels of development. This framework indicates a possible trajectory in the
development of primary teachers’ professional noticing.
involves the identification of noteworthy mathematical ideas of students’ mathematical
thinking and its interpretation to make decisions in the teaching of mathematics. The goal
of this study is to begin to characterize pre-service primary school teachers’ noticing of
students’ mathematical thinking when students solve tasks that involve proportional and
non-proportional reasoning. From the analysis of how pre-service primary school
teachers notice students’ mathematical thinking, we have identified an initial framework
with four levels of development. This framework indicates a possible trajectory in the
development of primary teachers’ professional noticing.
ÖZET: Bu çalışmanın amacı, sınıf öğretmeni adaylarının örnekleminde mutlak değer kavramının gerçekten başlı başına öğrenciler için bir sorun oluşturup oluşturmadığını ortaya koymaktır. Veri toplamak için, 57 birinci sınıf öğretmen adayına... more
ÖZET: Bu çalışmanın amacı, sınıf öğretmeni adaylarının örnekleminde mutlak değer kavramının gerçekten başlı başına öğrenciler için bir sorun oluşturup oluşturmadığını ortaya koymaktır. Veri toplamak için, 57 birinci sınıf öğretmen adayına açık uçlu sorulardan oluşan bir anket uygulanmıştır. Bilindiği gibi, öğrenciler lise eğitimlerinden sonra üniversiteye başlamaktadırlar, bu yüzden, çalışmanın, mutlak değer kavramı bağlamında, dört yıllık lise eğitiminin bir bilançosunu yapmamızı sağlayacaktır. Öğrencilerin yazmış oldukları cevaplar, kategorilerin belirlenmesi için nitel olarak analiz edilmiştir. Araştırma bulguları, mutlak değer kavramının öğrenciler için hala bir problem olduğunu ve özellikle, mutlak değer dışında her şeyin aynı olduğu, benzer sorularda öğrenci başarısının hissedilir bir şekilde düştüğünü göstermektedir. Anahtar kelimeler: Mutlak değer kavramı, sınıf öğretmeni adayları, matematik eğitimi, zorluk ABSTRACT: The purpose of this study was to reveal, in the example of primary school student teachers, whether the absolute value concept in itself causes problems for students. To gather data, a questionnaire composed of open-ended questions was administered to 57 first year student teachers. As it is known, after their high school education students begin to the university education, therefore, this study equally allows us to make a balance of four years of the high school education in the case of the absolute value concept. The students' written responses were qualitatively analyzed to characterize patterns and categorize. The research findings revealed that the absolute value concept is still a problem for the student teachers and especially, similar questions in which everything is the same except the absolute value, student achievement sensibly decreases.
Professional noticing of students' mathematical thinking in problem solving involves the identification of noteworthy mathematical ideas of students' mathematical thinking and its interpretation to make decisions in the teaching of... more
Professional noticing of students' mathematical thinking in problem solving involves the identification of noteworthy mathematical ideas of students' mathematical thinking and its interpretation to make decisions in the teaching of mathematics. The goal of this study is to begin to characterize pre-service primary school teachers' noticing of students' mathematical thinking when students solve tasks that involve proportional and non-proportional reasoning. From the analysis of how pre-service primary school teachers notice students' mathematical thinking, we have identified an initial framework with four levels of development. This framework indicates a possible trajectory in the development of primary teachers' professional noticing.