Free Problem Posing Situations of Pre-Service Primary School Teachers

Volkan Sayın; Keziban Orbay

Makale detayları

Free Problem Posing Situations of Pre-Service Primary School Teachers

Yazarlar:

Volkan Sayın | Keziban Orbay

Yayıncı:

Gazi University

Ana Başlıklar:

Sınıf Eğitimi

Dergi:

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Vol.43 Issue 2, pp.563-599

Belge Tipi:

Makale

Yayın Tarihi:

2/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001297883

pISSN:

1301-9058

Anahtar kelimeler:

Özet:

 In teaching mathematics, the teacher should pay attention to the quality of the problems to be used in the classroom. It is important for pre-service teachers to experience problem posing in order to create a rich teaching environment. In this study, the free problem posing situations of pre-service primary school teachers were examined in terms of mathematical process skills. Ten pre-service primary school teachers studying in the 4th grade participated in the research. This study, which was carried out through distance education in the 2020-2021 academic year, is action research, which is one of the qualitative research patterns. The data were obtained by the application of the problem posing test before and after the problem posing instruction. It was observed that there are misconceptions in terms of mathematical communication in the problems posed by the pre-service primary school teachers, representations that are not suitable for the students level are used, and mathematical symbols are written incorrectly. They generally posed the problems they related with real life. However, there were few instances where the problems were related to different disciplines that were not included before the application. Pre-service teachers generally posed routine problems that require analogy-based reasoning. Subject matter and curriculum knowledge of pre-primary school teachers can be improved by problem posing studies.

 In teaching mathematics, the teacher should pay attention to the quality of the problems to be used in the classroom. It is important for pre-service teachers to experience problem posing in order to create a rich teaching environment. In this study, the free problem posing situations of pre-service primary school teachers were examined in terms of mathematical process skills. Ten pre-service primary school teachers studying in the 4th grade participated in the research. This study, which was carried out through distance education in the 2020-2021 academic year, is action research, which is one of the qualitative research patterns. The data were obtained by the application of the problem posing test before and after the problem posing instruction. It was observed that there are misconceptions in terms of mathematical communication in the problems posed by the pre-service primary school teachers, representations that are not suitable for the students level are used, and mathematical symbols are written incorrectly. They generally posed the problems they related with real life. However, there were few instances where the problems were related to different disciplines that were not included before the application. Pre-service teachers generally posed routine problems that require analogy-based reasoning. Subject matter and curriculum knowledge of pre-primary school teachers can be improved by problem posing studies.

 In teaching mathematics, the teacher should pay attention to the quality of the problems to be used in the classroom. It is important for pre-service teachers to experience problem posing in order to create a rich teaching environment. In this study, the free problem posing situations of pre-service primary school teachers were examined in terms of mathematical process skills. Ten pre-service primary school teachers studying in the 4th grade participated in the research. This study, which was carried out through distance education in the 2020-2021 academic year, is action research, which is one of the qualitative research patterns. The data were obtained by the application of the problem posing test before and after the problem posing instruction. It was observed that there are misconceptions in terms of mathematical communication in the problems posed by the pre-service primary school teachers, representations that are not suitable for the students level are used, and mathematical symbols are written incorrectly. They generally posed the problems they related with real life. However, there were few instances where the problems were related to different disciplines that were not included before the application. Pre-service teachers generally posed routine problems that require analogy-based reasoning. Subject matter and curriculum knowledge of pre-primary school teachers can be improved by problem posing studies.

 Matematik öğretiminde öğretmen sınıfta kullanacağı problemin niteliğine dikkat etmelidir. Öğretmen adaylarının zengin bir öğretim ortamı oluşturabilmesi için problem kurmayı deneyimlemeleri önem kazanmaktadır. Bu araştırmada sınıf öğretmen adaylarının serbest problem kurma durumları matematiksel süreç becerileri açısından incelenmiştir. Araştırmaya 4. sınıfta eğitim gören 10 sınıf öğretmeni adayı katılmıştır. 2020-2021 eğitim öğretim yılında uzaktan eğitim yoluyla gerçekleşen bu çalışma nitel araştırma desenlerinden olan eylem araştırmasıdır. Veriler, problem kurma öğretimi öncesi ve sonrası uygulanan problem kurma testi ile elde edilmiştir. Sınıf öğretmeni adaylarının kurdukları problemlerde matematiksel iletişim açısından kavram yanılgılarının olduğu, öğrenci seviyesine uygun olmayan gösterimlerin kullanıldığı ve matematiksel sembollerin yanlış yazıldığı görülmüştür. Kurdukları problemleri, genelde gerçek hayatla ilişkilendirmişlerdir. Ancak uygulama öncesi yer verilmeyen farklı disiplinlerle ilişkilendirmeye uygulama sonrasında da az sayıda yer verilmiştir. Öğretmen adayları genelde benzetmeye dayalı akıl yürütmeyi gerektirecek rutin problemler kurmuşlardır. Sınıf öğretmeni adaylarının konu alan ve müfredat bilgileri problem kurma çalışmalarıyla geliştirilebilir.

Makale detayları

Free Problem Posing Situations of Pre-Service Primary School Teachers

Yazarlar:

Volkan Sayın | Keziban Orbay

Yayıncı:

Gazi University

Ana Başlıklar:

Sınıf Eğitimi

Dergi:

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Vol.43 Issue 2, pp.563-599

Belge Tipi:

Makale

Yayın Tarihi:

2/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001297883

pISSN:

1301-9058

Pre-service primary school teacher

problem pose

mathematical process skills.Sınıf öğretmeni adayları

problem kurma

matematiksel süreç becerileri

Sayı

Makale detayları

Free Problem Posing Situations of Pre-Service Primary School Teachers

Yazarlar: Volkan Sayın | Keziban Orbay

Yayıncı: Gazi University

Ana Başlıklar: Sınıf Eğitimi

Dergi: Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Vol.43 Issue 2, pp.563-599

Belge Tipi: Makale

Yayın Tarihi: 2/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001297883

pISSN: 1301-9058

Pre-service primary school teacher

problem pose

mathematical process skills.Sınıf öğretmeni adayları

problem kurma

matematiksel süreç becerileri

Sayı

Yazarlar:

Volkan Sayın | Keziban Orbay

Yayıncı:

Gazi University

Ana Başlıklar:

Sınıf Eğitimi

Dergi:

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Vol.43 Issue 2, pp.563-599

Belge Tipi:

Makale

Yayın Tarihi:

2/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001297883

pISSN:

1301-9058