INTERACTIONS BETWEEN PROSPECTIVE MATHEMATICS TEACHERS' SOLUTION APPROACHES IN INDIVIDUAL AND GROUP MATHEMATICAL MODELING PROCESSES

Fadime Ulusoy; Seda Nur Bingöl; Nurşen Olgun

Makale detayları

INTERACTIONS BETWEEN PROSPECTIVE MATHEMATICS TEACHERS' SOLUTION APPROACHES IN INDIVIDUAL AND GROUP MATHEMATICAL MODELING PROCESSES

Yazarlar:

Fadime Ulusoy | Seda Nur Bingöl | Nurşen Olgun

Yayıncı:

Trakya University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Trakya Eğitim Dergisi Vol.14 Issue 1, pp.408-426

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001310506

pISSN:

2630-6301

Anahtar kelimeler:

Özet:

 This study aimed to understand the mathematical approaches that prospective teachers produced individually and as a group during their mathematical modeling experience, and the interactions between these approaches. For this purpose, the case study method was adopted. Forty prospective middle school mathematics teachers participated in the study. The prospective teachers first worked individually and then in groups of four on a mathematical modeling activity. The data were obtained through written individual solutions for the modeling problem, group solutions, audio recordings of the group work process, and reflective reports after the group work. In data analysis, mathematical solutions produced individually and as a group were considered as two separate cases and comparative analyzes were made. The results regarding the individual solution approaches produced for the modeling problem indicated that the prospective teachers, when considering a modeling activity individually, resorted to the classical ways that came to their minds geometrically, instead of examining the given situation in a real-world context. However, the individual solutions of the prospective teachers became different when they worked with the group. In particular, the variation in the solution approaches of the individuals in the group or the existence of a more reasonable solution caused a change of opinion in all group members together with the final decision of the group.

 This study aimed to understand the mathematical approaches that prospective teachers produced individually and as a group during their mathematical modeling experience, and the interactions between these approaches. For this purpose, the case study method was adopted. Forty prospective middle school mathematics teachers participated in the study. The prospective teachers first worked individually and then in groups of four on a mathematical modeling activity. The data were obtained through written individual solutions for the modeling problem, group solutions, audio recordings of the group work process, and reflective reports after the group work. In data analysis, mathematical solutions produced individually and as a group were considered as two separate cases and comparative analyzes were made. The results regarding the individual solution approaches produced for the modeling problem indicated that the prospective teachers, when considering a modeling activity individually, resorted to the classical ways that came to their minds geometrically, instead of examining the given situation in a real-world context. However, the individual solutions of the prospective teachers became different when they worked with the group. In particular, the variation in the solution approaches of the individuals in the group or the existence of a more reasonable solution caused a change of opinion in all group members together with the final decision of the group.

 This study aimed to understand the mathematical approaches that prospective teachers produced individually and as a group during their mathematical modeling experience, and the interactions between these approaches. For this purpose, the case study method was adopted. Forty prospective middle school mathematics teachers participated in the study. The prospective teachers first worked individually and then in groups of four on a mathematical modeling activity. The data were obtained through written individual solutions for the modeling problem, group solutions, audio recordings of the group work process, and reflective reports after the group work. In data analysis, mathematical solutions produced individually and as a group were considered as two separate cases and comparative analyzes were made. The results regarding the individual solution approaches produced for the modeling problem indicated that the prospective teachers, when considering a modeling activity individually, resorted to the classical ways that came to their minds geometrically, instead of examining the given situation in a real-world context. However, the individual solutions of the prospective teachers became different when they worked with the group. In particular, the variation in the solution approaches of the individuals in the group or the existence of a more reasonable solution caused a change of opinion in all group members together with the final decision of the group.

 Bu çalışma, öğretmen adaylarının matematiksel modelleme deneyimi sürecinde bireysel ve grupça ürettikleri matematiksel yaklaşımları ve bu yaklaşımlar arasındaki etkileşimleri anlamayı amaçlamıştır. Bu amaç doğrultusunda, çalışmada nitel bir araştırma deseni olan durum çalışması yöntemi benimsenmiştir. Çalışmaya 40 ilköğretim matematik öğretmeni adayı katılmıştır. Öğretmen adayları ilk olarak bireysel ardından dörder kişilik gruplarda çalışmıştır. Veriler, modelleme problemi için yapılan yazılı bireysel çözümler, grup çözümleri, grup çalışma süreci ses kayıtları, grup çalışması sonrası yansıtıcı raporlar aracılığıyla elde edilmiştir. Veri analizinde bireysel ve grupça üretilen matematiksel çözümler iki ayrı durum olarak düşünülerek karşılaştırmalı analizler yapılmıştır. Elde edilen sonuçlar, öğretmen adaylarının bireysel olarak bir modelleme etkinliğini düşünürken verilen durumu verilen gerçek yaşam bağlamı içinde incelemek yerine geometrik olarak akıllarına gelen klasik yollara başvurduklarına işaret etmiştir. Diğer taraftan, öğretmen adaylarının bireysel çözümleri grup ile birlikte çalıştıklarında farklı hale gelmiştir. Özellikle gruptaki bireylerin çözüm yaklaşımlarındaki varyasyon ya da daha makul çözümün varlığı grubun nihai kararı ile birlikte tüm grup üyelerinde fikir değişimlerine neden olmuştur.

Makale detayları

INTERACTIONS BETWEEN PROSPECTIVE MATHEMATICS TEACHERS' SOLUTION APPROACHES IN INDIVIDUAL AND GROUP MATHEMATICAL MODELING PROCESSES

Yazarlar:

Fadime Ulusoy | Seda Nur Bingöl | Nurşen Olgun

Yayıncı:

Trakya University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Trakya Eğitim Dergisi Vol.14 Issue 1, pp.408-426

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001310506

pISSN:

2630-6301

Individual working

group working

mathematical modeling

model eliciting activity

prospective teacherBireysel çalışma

grup çalışması

matematiksel modelleme

modelleme etkinliği

öğretmen adayı

Sayı

Makale detayları

Yazarlar: Fadime Ulusoy | Seda Nur Bingöl | Nurşen Olgun

Yayıncı: Trakya University

Ana Başlıklar: Matematik Eğitimi

Dergi: Trakya Eğitim Dergisi Vol.14 Issue 1, pp.408-426

Belge Tipi: Makale

Yayın Tarihi: 1/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001310506

pISSN: 2630-6301

Sayı

Yazarlar:

Fadime Ulusoy | Seda Nur Bingöl | Nurşen Olgun

Yayıncı:

Trakya University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Trakya Eğitim Dergisi Vol.14 Issue 1, pp.408-426

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001310506

pISSN:

2630-6301