Assessment of school mathematics: Teachers’ perceptions and practices

The aim of this study is to determine the level of technology literacy and proactive personality of secondary school mathematics teachers, the relationship between technology literacy and proactive personalities, and how much of the proactive personality is explained by the technology literacy, according to the perceptions of secondary school mathematics teachers. The study was designed around a relational survey model, which is a quantitative research technique. The population of the study consisted of mathematics teachers working in secondary schools in Turkey and the sample was 380 secondary school mathematics teachers selected by simple random sampling method. Technology Literacy Scale and Proactive Personality Scale were used as data collection instruments. Descriptive statistics, correlation and regression analyses were used to analyse the data. The secondary school mathematics teachers' perceptions about technology literacy and proactive personality were found to be high. In addition, there was a moderate level positive and significant correlation between technology literacy and proactive personality of the secondary school mathematics teachers. Finally, the proactive personality of secondary school mathematics teachers explained their technology literacy at 30.7% level.

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A investigating on pre-service secondary school mathematics teachers’ perceptions of the concept of problemOrtaokul matematik öğretmen adaylarının problem kavramına ilişkin algıları üzerine bir inceleme

Journal of Human Sciences ◽

10.14687/ijhs.v13i1.3461 ◽

2016 ◽

Vol 13 (1) ◽

pp. 1367 ◽

Cited By ~ 1

Author(s):

Fatih Baş ◽

Meryem Özturan Sağırlı

Keyword(s):

Secondary School ◽

Mathematics Teachers ◽

Fourth Graders ◽

Descriptive Analysis ◽

Second Graders ◽

School Mathematics ◽

Secondary School Mathematics ◽

Teachers Perceptions ◽

Definition Of ◽

The University

In this study, it is aimed to define the perception of problem concept formed in pre-service secondary school mathematics teachers’ mind on account of their own definitions and the qualification problems posed by them. The research was designed on the basis of the case study method. Participants consist of 51 pre-service secondary school mathematics teachers; 23 of them were second graders at the university, other 28 were fourth graders. Data, collected with an open-ended questionairre prepared as data collection tool, were analysed with descriptive analysis and contents analysis. From the results, it was determined that the shape problem concept in pre-service mathematics teachers’ mind is mainly a situation that creating problem. Yet, during the definition of problem concept, the situation of solving procedure firstly not being ready, were not emphasized by most of the pre-service teachers. In accordance with those perceptions, even the problems posed by the participants were realized to be solved easily in the process of mathematical operations. In order to crate a more correct problem perception in pre service teachers’ minds, it is suggested to provide comparing them with the situations- examples consisting all the specialities contained in the concept. ÖzetBu araştırmada ortaokul matematik öğretmen adaylarının zihinlerinde oluşan problem kavramı algısının kendi tanımlamaları ve kurdukları problemlerin nitelikleri üzerinden ortaya konması amaçlanmıştır. Araştırma durum çalışması yöntemi temel alınarak dizayn edilmiştir. Çalışma grubu 23’ü ikinci 28’si ise dördüncü sınıfta öğrenim görmekte olan 51 ortaokul matematik öğretmen adayından oluşmaktadır. Hazırlanan açık uçlu anket formu ile toplanan veriler betimsel analize ve içerik analizine tabi tutulmuştur. Ulaşılan bulgulardan hareketle öğretmen adaylarının zihnindeki problem kavramının daha çok sorun teşkil eden durum şeklinde olduğu belirlenmiştir. Fakat problem kavramını ifade ederken problemin ilk bakışta çözüm prosedürünün hali hazırda olmaması durumu öğretmen adaylarının çok büyük bir bölümü tarafından vurgulanmamıştır. Bu algılara paralel olarak katılımcıların kurdukları problemlerin de çoğunlukla matematiksel işlemlerin uygulanmasıyla rahatlıkla çözülebilen nitelikte olduğu görülmüştür. Öğretmen adaylarının zihninde daha doğru bir problem algısı oluşturabilmek için kavramın sahip olduğu tüm özellikleri içinde barındıran durumlarla-örneklerle karşılaşmalarının sağlanması önerilmektedir.

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