Investigating the Cognitive Demand Levels of Problems posed by Pre-service Elementary Mathematics Teachers

İrem Coşkun; Deniz Özen Ünal; Ersen Yazıcı

Makale detayları

Investigating the Cognitive Demand Levels of Problems posed by Pre-service Elementary Mathematics Teachers

Yazarlar:

İrem Coşkun | Deniz Özen Ünal | Ersen Yazıcı

Yayıncı:

Eskişehir Osmangazi University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Eskişehir Osmangazi Üniversitesi Türk Dünyası Uygulama ve Araştırma Merkezi Eğitim Dergisi Vol.8 Issue 2, pp.88-115

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001302408

pISSN:

2548-0375

Anahtar kelimeler:

Özet:

 The aim of this study is to investigate the problems posed by elementary school mathematics teacher candidates in the context of cognitive demand levels. The research was conducted using document analysis, the qualitative research methods. The sample consists of 44 teacher candidates who are taking an undergraduate course on problem posing. The data consists of the problems posed by the pre-service teachers in a four-week period. As a result of the research, pre-service teachers posed problems mostly at the 8th grade level, in the field of learning numbers and operations and at the 3rd cognitive demand level. In 23 of these 87 problems, the cognitive demand levels determined by the teacher candidates and the researcher were inconsistent. Suggestions were given to the pre-service teachers to provide training on determining the cognitive levels of the problems and writing problems with a high cognitive level so that they could examine the problems they posed according to their cognitive demand levels.

 The aim of this study is to investigate the problems posed by elementary school mathematics teacher candidates in the context of cognitive demand levels. The research was conducted using document analysis, the qualitative research methods. The sample consists of 44 teacher candidates who are taking an undergraduate course on problem posing. The data consists of the problems posed by the pre-service teachers in a four-week period. As a result of the research, pre-service teachers posed problems mostly at the 8th grade level, in the field of learning numbers and operations and at the 3rd cognitive demand level. In 23 of these 87 problems, the cognitive demand levels determined by the teacher candidates and the researcher were inconsistent. Suggestions were given to the pre-service teachers to provide training on determining the cognitive levels of the problems and writing problems with a high cognitive level so that they could examine the problems they posed according to their cognitive demand levels.

 The aim of this study is to investigate the problems posed by elementary school mathematics teacher candidates in the context of cognitive demand levels. The research was conducted using document analysis, the qualitative research methods. The sample consists of 44 teacher candidates who are taking an undergraduate course on problem posing. The data consists of the problems posed by the pre-service teachers in a four-week period. As a result of the research, pre-service teachers posed problems mostly at the 8th grade level, in the field of learning numbers and operations and at the 3rd cognitive demand level. In 23 of these 87 problems, the cognitive demand levels determined by the teacher candidates and the researcher were inconsistent. Suggestions were given to the pre-service teachers to provide training on determining the cognitive levels of the problems and writing problems with a high cognitive level so that they could examine the problems they posed according to their cognitive demand levels.

 Bu çalışmada amaç ilköğretim matematik öğretmen adaylarının kurdukları problemleri bilişsel istem düzeyleri bağlamında incelemektir. Araştırma nitel araştırma yöntemlerinden doküman analizi kullanılarak yapılmıştır. Örneklem, problem kurma konusunda lisans düzeyinde ders gören 44 öğretmen adayıdır. Veriler dört haftalık süreçte öğretmen adaylarının kurdukları problemlerden oluşmaktadır. Çalışmada öğretmen adaylarından toplanan problemler bilişsel istem düzeyleri çatısı bağlamında incelenmiştir. Araştırmanın sonucunda öğretmen adayları, en çok 8. sınıf düzeyinde, sayılar ve işlemler öğrenme alanında ve 3. bilişsel istem düzeyinde problemler kurmuştur. Kurulan bu 87 problemden 23 tanesinde öğretmen adayları ve araştırmacının belirledikleri bilişsel istem düzeyleri tutarsız çıkmıştır. Öğretmen adaylarına kurdukları problemleri bilişsel istem düzeylerine göre inceleyebilmeleri için problemlerin bilişsel düzeylerini belirleme ve yüksek bilişsel düzeye sahip problem yazılabilme konularında eğitimler verilmesine yönelik öneriler verilmiştir.

Makale detayları

Investigating the Cognitive Demand Levels of Problems posed by Pre-service Elementary Mathematics Teachers

Yazarlar:

İrem Coşkun | Deniz Özen Ünal | Ersen Yazıcı

Yayıncı:

Eskişehir Osmangazi University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Eskişehir Osmangazi Üniversitesi Türk Dünyası Uygulama ve Araştırma Merkezi Eğitim Dergisi Vol.8 Issue 2, pp.88-115

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001302408

pISSN:

2548-0375

problem

problem posing

Cognitive Demand Levels

Pre-service teachersproblem

problem kurma

bilişsel istem düzeyleri

öğretmen adayları

Sayı

Makale detayları

Yazarlar: İrem Coşkun | Deniz Özen Ünal | Ersen Yazıcı

Yayıncı: Eskişehir Osmangazi University

Ana Başlıklar: Matematik Eğitimi

Dergi: Eskişehir Osmangazi Üniversitesi Türk Dünyası Uygulama ve Araştırma Merkezi Eğitim Dergisi Vol.8 Issue 2, pp.88-115

Belge Tipi: Makale

Yayın Tarihi: 10/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001302408

pISSN: 2548-0375

Sayı

Yazarlar:

İrem Coşkun | Deniz Özen Ünal | Ersen Yazıcı

Yayıncı:

Eskişehir Osmangazi University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Eskişehir Osmangazi Üniversitesi Türk Dünyası Uygulama ve Araştırma Merkezi Eğitim Dergisi Vol.8 Issue 2, pp.88-115

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001302408

pISSN:

2548-0375