scholarly journals Investigating prospective elementary mathematics teachers’ skills of relating origami to topics in mathematics curriculumİlköğretim matematik öğretmeni adaylarının origamiyi matematik öğretim programındaki konularla ilişkilendirme becerilerinin incelenmesi

2017 ◽  
Vol 14 (4) ◽  
pp. 3780
Author(s):  
Özkan Ergene ◽  
Melek Masal ◽  
Ercan Masal ◽  
Mithat Takunyacı
Keyword(s):  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Elementary Mathematics ◽  
Mathematics Curriculum ◽  
Implementation Process ◽  
Study Data ◽  
Teaching Tool ◽  
Marmara Region ◽  
Mathematical Concepts ◽  
Pine Tree

Origami, known as paper folding art, is used in mathematics education as a teaching tool. The fact that using origami in mathematics lessons makes teaching mathematical concepts easier and makes lessons enjoyable is taken into account, there is as need to improve prospective elementary mathematics teachers’ skills of using origami. In this context, in this study, prospective elementary mathematics teachers’ use of origami with elementary mathematics curriculum was investigated. In this qualitative study which is conducted in the light of non-positivist interpretive paradigm, research design was determined as a case study. 64 prospective elementary mathematics teachers who took Origami with Mathematics elective course and still study in faculty of education at one of the universities which is located in northeast of Marmara region constitute the sample of the study. Data collection tools were diaries collected from prospective teachers on a weekly basis, micro teaching presentations made by prospective teachers and micro teaching folders prepared by prospective teachers. In data analysis process, firstly topics associated to origami models in lessons and then, topics chosen for micro teaching presentations by prospective teachers were analyzed by using descriptive statistics. In diaries, it was seen that most related models to mathematics topics and objectives selected by prospective teachers in curriculum were models which are easy to be made such as pine tree and lily. It was observed that prospective teachers associated origami to seventh grade topics most and these topics generally include geometric concepts. In addition, fractions, ratio-proportion, rational numbers and first degree equations were also selected by prospective teachers. According to the results of the study, at the end of the implementation process, it can be said that prospective teachers’ hand skills developed and their skills of connecting origami to elementary mathematics curriculum improved through origami. Furthermore, they realized that origami can be used in mathematics lessons a teaching tool. Extended English abstract is in the end of Full Text PDF (TURKISH) file. ÖzetKağıt katlama sanatı olarak bilinen origami, matematik eğitimi alanında bir öğretim aracı olarak kullanılmaktadır. Matematik derslerinde origami kullanımının, matematik kavramlarının aktarılmasını kolaylaştırdığı, öğretim sürecini eğlenceli hale getirdiği göz önüne alındığında matematik öğretmen adaylarının origamiyi kullanma becerilerinin geliştirilmesi gerekliliği hissedilmektedir. Bu bağlamda bu araştırmada ilköğretim matematik öğretmen adaylarının ortaokul matematik öğretim programında origami kullanımları incelenmiştir. Pozitivist olmayan yorumlayıcı paradigmanın izlerini taşıyan nitel araştırmada, durum çalışması araştırmanın deseni olarak benimsenmiştir. Araştırmanın çalışma grubunu Marmara bölgesinin kuzeydoğusunda yer alan bir üniversitenin eğitim fakültesinde öğrenim gören ve Origami ile Matematik seçmeli dersini alan 64 ilköğretim matematik öğretmen adayı oluşturmaktadır. Veri toplama araçları olarak öğretmen adaylarına rutin olarak her hafta dağıtılan günlükler, öğretmen adaylarının yapmış oldukları mikro öğretim sunumları ve dosyaları kullanılmıştır. Veri analiz sürecinde, öncelikle ders içerisinde görülen origami modelleri ile ilişkilendirilen konuların, sonrasında ise mikro öğretim sunumları için seçilen konuların betimsel istatistikler ile analiz edilmiştir. Öğrenci günlüklerinde çam ağacı, zambak gibi yapımı kolay olarak nitelendirilebilecek modellerin öğretmen adayları tarafından öğretim programındaki kazanım ve konularla daha fazla ilişkilendirilmiştir. Origami ile yedinci sınıf konularının ağırlıkla ilişkilendirildiği ve bu konuların genellikle geometrik kavramları içeren konular olduğu gözlemlenmiştir. Ayrıca kesirler, oran-orantı, rasyonel sayılar ve birinci dereceden denklemler gibi konularında öğretmen adayları tarafından seçildiği belirlenmiştir. Araştırma sonucunda öğretmen adaylarının origami kullanabilmek için el becerilerinin ve ortaokul matematik öğretim programı ile ilişkilendirme becerilerinin geliştiği, origamiyi matematik derslerinde kullanılabilecek bir öğretim aracı olarak görmeye başladıkları sonucuna ulaşılmıştır.

scholarly journals Comparison of prospective mathematics teachers’ problem posing abilities in paper-pencil test and on dynamic geometry environment in terms of creativity

2020 ◽  
Vol 9 (3) ◽  
pp. 243
Author(s):  
MEHMET FATIH ÖÇAL ◽  
TUĞRUL KAR ◽  
GÜRSEL GÜLER ◽  
ALI SABRI İPEK
Keyword(s):  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Creative Thinking ◽  
Dynamic Geometry ◽  
Thinking Skills ◽  
Problem Posing ◽  
Dynamic Geometry Environment ◽  
Mathematical Concepts ◽  
Prospective Mathematics Teachers

This study aims to investigate the similarities and differences between prospective mathematics teachers’ creative thinking skills in paper-pencil test and on a Geogebra-supported environment in terms of problem-posing. This case study used purposive sampling method for determining the participants. Findings revealed that the activities carried out in the GeoGebra-supported environment were insufficient to produce creative problems, and GeoGebra’s main utility to prospective teachers was in identifying their mistakes related to mathematical concepts and discrepancies among numerical values of the problems posed. The reasons for the low achievement in posing problem were discussed: These were; (i) lack of problem-posing experience, (ii) the structure of problem-posing activity, and (iii) prospective teachers’ mathematical content knowledge.

Uses and abuses of the number line

1964 ◽  
Vol 11 (7) ◽  
pp. 478-482
Author(s):  
Thomas Glbney
Keyword(s):  
Mathematics Teachers ◽  
Grade Level ◽  
Elementary Mathematics ◽  
Number Line ◽  
Primary Grade ◽  
Mathematical Concepts ◽  
Teaching Device ◽  
The Past ◽  
Teacher Use

The group of elementary mathematics teachers who have never used a number line as a teaching device is becoming smaller each year. During the past three years many articles have been written and many guides prepared to help a teacher use the number line in introducing mathematical concepts to students at the primary grade level.

scholarly journals The Investigation of Prospective Elementary Mathematics Teachers’ Problem Posing Self-Efficacy Beliefs

2021 ◽  
Vol 9 (S1-May) ◽  
pp. 228-237
Author(s):  
Fatma Erdoğan ◽  
Feyza Yıldız
Keyword(s):  
Academic Achievement ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Self Efficacy ◽  
Elementary Mathematics ◽  
Efficacy Beliefs ◽  
Problem Posing ◽  
Survey Method ◽  
Significant Difference

Problem-solving and posing are skills at the center of mathematics education and mathematical thinking. However, little is still known about the affective aspects of problem-posing. This study aimed to determine the level of prospective elementary mathematics teachers’ problem-posing self-efficacy beliefs and to compare their beliefs according to the variables of gender, grade, and academic achievement levels. This study was carried out by survey method. Descriptive and causal-comparative survey research design was used in this study. The study group consisted of 130 prospective teachers studying at the Elementary Mathematics Education department in a state university, located in the Eastern Anatolia Region of Turkey. Problem-Posing Self-Efficacy Beliefs Scale was used as a data collection tool. In data analysis, descriptive statistics, the independent samples t-test, and one-way analysis of variance were used. Findings of the study indicated that levels of the prospective teachers’ PP self-efficacy beliefs were high. It was found in the present study that the problem-posing self-efficacy beliefs of the prospective teachers did not differ significantly with regard to gender. Furthermore, a statistically significant difference was found between the prospective teachers’ problem-posing self-efficacy beliefs in terms of their grade and academic achievement. In the light of the research results, suggestions were presented.

scholarly journals Integrating Indigenous Knowledge and Culturally based Activities in South African Mathematics Classrooms

2021 ◽  
Vol 10 (2) ◽  
pp. 17-36
Author(s):  
Jayaluxmi Naidoo
Keyword(s):  
Mathematics Education ◽  
Graduate Students ◽  
Indigenous Knowledge ◽  
Mathematics Teachers ◽  
Teacher Educators ◽  
Mathematics Curriculum ◽  
Good Practice ◽  
Mathematical Concepts ◽  
Post Graduate ◽  
Culturally Based

Culturally based activities embedded within indigenous knowledge, in general, may be used to support the teaching of mathematics in multicultural classes. The article reflects on research that has been conducted with twenty-five post-graduate students studying Mathematics Education at one university in KwaZulu-Natal, South Africa. These post-graduate students were also practicing mathematics teachers at schools. The study explored the use of indigenous knowledge and culturally based activities by post-graduate students in schools while teaching mathematical concepts. The theory of Realistic Mathematics Education framed this qualitative, interpretive study which used a questionnaire, lesson observations and semi-structured interviews to generate data. Qualitative data were analysed inductively and thematically. The findings reveal that the participants needed to understand indigenous knowledge to integrate culturally based activities in mathematics lessons. Secondly, culturally based activities established on indigenous knowledge scaffolded mathematics lessons and promoted the understanding of mathematical concepts to make learning more meaningful and relevant. Thirdly, this study provides examples of good practice to support teachers in integrating classroom activities and activities outside the classroom, ensuring that mathematical concepts learned in classrooms are not done in isolation but take into account learners’ authentic experiences in various settings. Finally, by integrating indigenous knowledge and culturally based activities in the mathematics curriculum, learners interacted and engaged more freely within the educational context. Similar studies could be conducted at universities internationally. Implications for mathematics teachers, mathematics teacher educators and mathematics curriculum developers globally are discussed.

Prospective Secondary Mathematics Teachers´ Development of Knowledge of Modelling for Teaching

2019 ◽  
pp. 84-89
Author(s):  
Olive Chapman ◽  
Paulino Preciado Babb
Keyword(s):  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Mathematics Curriculum ◽  
Secondary Mathematics ◽  
Secondary Mathematics Teachers ◽  
Knowledge For Teaching ◽  
Course Work ◽  
Field Notes ◽  
Rich Sense ◽  
Support Students

Given the growing attention on modelling in school mathematics curriculum, prospective teachers are likely to need special help to develop a rich sense of mathematical modelling [MM] and effective classroom practices to support students’ development of MM competencies. This paper is based on a study involving the use of inquiry-based activities to engage prospective secondary mathematics teachers [PTs] in developing such knowledge of MM for teaching. Participants were students in a mathematics education course. Data sources included course work and field notes. We report findings related to the inquirybased activities and the learning they afforded in the participants’ understanding of specific components of problem-solving [PS] and MM knowledge for teaching and the relationship between them.

scholarly journals Symmetry and rotation skills of prospective elementary mathematics teachers

2014 ◽  
Vol 28 (48) ◽  
pp. 383-402 ◽  
Author(s):  
Melih Turgut ◽  
Kürşat Yenilmez ◽  
Pınar Anapa
Keyword(s):  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Elementary Mathematics ◽  
Rotation Axis ◽  
Structured Interview ◽  
Department Of Education ◽  
Measurement Tool ◽  
Western Turkey ◽  
The Given

The aim of this study was to investigate the skills and deficiencies of senior university students enrolled in a mathematics education program with the concepts of symmetry and rotation of geometric figures. The study was conducted with 32 prospective teachers in the Department of Education at a public university located in Western Turkey. This descriptive study was designed with a case study. A structured interview technique was used for data collection. A measurement tool consisting of 12 drawing problems testing symmetry (5 problems) and rotation (7 problems) ability was used in the study. Descriptive statistical methods were used for data analysis. The drawings were analyzed individually, and the students' mistakes and deficiencies were categorized. According to the results of the study, prospective elementary mathematics teachers did not have difficulty in drawing the symmetry of an object or in determining the symmetry axis. However, while they could rotate the figure when a rotation axis was provided, they failed to rotate it in the absence of an axis. In addition, prospective elementary mathematics teachers generally failed to find the center of the given rotated figures. The results of the present study were consistent with results in the literature.

A Role for Technology in Mathematics Education

1996 ◽  
Vol 178 (2) ◽  
pp. 15-32 ◽  
Author(s):  
Albert A. Cuoco ◽  
E. Paul Goldenberg
Keyword(s):  
Mathematics Education ◽  
Curriculum Change ◽  
Mathematics Curriculum ◽  
New Technology ◽  
Habits Of Mind ◽  
Mathematical Research ◽  
Mathematical Concepts ◽  
Mathematical Ideas ◽  
Mathematics Educators

New technology poses challenges to mathematics educators. How should the mathematics curriculum change to best make use of this new technology? Often computers are used badly, as a sort of electronic flash card, which does not make good use of the capabilities of either the computer or the learner. However, computers can be used to help students develop mathematical habits of mind and construct mathematical ides. The mathematics curriculum must be restructured to include activities that allow students to experiment and build models to help explain mathematical ideas and concepts. Technology can be used most effectively to help students gather data, and test, modify, and reject or accept conjectures as they think about these mathematical concepts and experience mathematical research.

scholarly journals Culturally Responsive Mathematics Teaching and Young Learners

2016 ◽  
Vol 1 (1) ◽  
pp. 30-35
Author(s):  
Katherine Baker
Keyword(s):  
Mathematics Teachers ◽  
Culturally Responsive Teaching ◽  
Mathematics Teaching ◽  
Culturally Responsive ◽  
Elementary Mathematics ◽  
Cultural Responsiveness ◽  
Responsive Teaching ◽  
Young Learners ◽  
Common Practices ◽  
Elementary Mathematics Instruction

This abbreviated literature review features studies regarding elementary mathematics instruction and the mathematics teachers that act in ways that lend to and further cultural responsiveness. Teachers presented in the review utilized a pedagogical style referred to as responsive teaching (Empson, 2014) and studies were re-read and analyzed with a lens of cultural responsiveness, specifically that of culturally responsive teaching (CRT). The analysis exposed common practices across this vein of mathematics teaching that uphold the tenets of cultural responsiveness. The value that this form of instruction holds for young learners is also presented.

scholarly journals Teachers’ Misconceptions in Science: Implications for Developing a Remedial Teacher Training Program

2019 ◽  
Vol IV (III) ◽  
pp. 221-228
Author(s):  
Saria Rasul ◽  
Abid Shahzad ◽  
Zafar Iqbal
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Science Teachers ◽  
Prospective Teachers ◽  
Experimental Treatment ◽  
Study Data ◽  
Second Phase ◽  
Future Teachers ◽  
Teacher Training Program ◽  
Third Phase

This study is designed to investigate future teachers’ misconceptions in heat and temperature concepts. The objectives of the study were to find out (i) misconceptions of future teachers in concepts of heat and temperature, (ii) to develop a counteractive teacher-training program for certain misconceptions and (iii) to establish the efficiency of treatment. The study sample was 96 prospective science teachers. Convenient sampling method was used in the study. Data from 96 respondents were collected in phase one of the study. Experimental treatment (lesson) based on the 5Es learning model was prepared in the second phase of the study and implemented in the third phase of research. A two tiers test, consisting of 12 items was used to collect data. Each tier was based on choices. The data were analyzed using ANOVA and t-test. The study explored the misconceptions of prospective teachers’ about heat and temperature concepts and established the importance of experimental treatment.

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