scholarly journals Reflections of the Distance Education Process on Higher Education: A Probability Course Example

2021 ◽  
Vol 7 (1) ◽  
pp. 523
Author(s):  
Çiğdem İnci Kuzu
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Preservice Teachers ◽  
Mathematics Teachers ◽  
Procedural Knowledge ◽  
Descriptive Analysis ◽  
Evaluation Process ◽  
Preservice Mathematics Teachers ◽  
Low Performance ◽  
Education Process

Evaluating the effects of the Coronavirus (Covid-19) pandemic on distance education applications in higher education is important for future practice. In this context, the aim of the study is to determine preservice mathematics teachers’ conceptual-procedural knowledge level competencies and general thoughts about distance education in the distance education probability course in the department of mathematics teaching. In the study, a questionnaire consisting of 18 questions was prepared in the light of the literature as a data collection tool for 52 preservice mathematics teachers who took the probability course with distance education in the 2020-2021 academic year. After the implementations, one-to-one interviews were made with the lecturer conducting the course. The data of the study were analysed with the descriptive analysis method. As a result, it was determined that the conceptual-operative knowledge of the preservice mathematics teachers in the probability course in the distance education process was at a medium level. Although it was determined that the participation in online lessons was quite low compared to the lessons taught face-to-face, the preservice teachers mostly followed the lessons from asynchronous recordings, but there was no low performance or unwillingness in the preservice teachers who attended the lessons online. It has been determined that the biggest problem with distance education is the internet access and the low reliability of evaluation process. To increase the reliability, it has been determined that the transition to camera-controlled exams and the use of the safe exam browser (SEB) have been introduced.

scholarly journals Preservice mathematics teachers’ ways of using problem solving strategies while solving mathematical word problems

2015 ◽  
Vol 12 (2) ◽  
pp. 1180 ◽  
Author(s):  
Neslihan Bulut ◽  
Gözdegül Karamık
Keyword(s):  
Middle School ◽  
Preservice Teachers ◽  
Problem Solving ◽  
Mathematics Teachers ◽  
Word Problems ◽  
Spring Semester ◽  
School Students ◽  
Problem Solving Strategies ◽  
Preservice Mathematics Teachers ◽  
Mathematical Word Problems

<p>The aim of this study is to investigate the variety of problem solving strategies used by preservice mathematics teachers while solving different mathematical word problems which require representation standards and to identify which strategy is functional for pre-service teachers to apply with middle-school students.</p><p>The study was a case study and conducted during the 2009 spring semester. For this study, 150 senior class pre-service teachers of elementary mathematics education were chosen from a public university in Turkey by convenient sampling. Data were collected through an open-ended test developed by researchers. The test was consist of ten mathematical word problems selected from the five sub-learning areas. The test was given to the pre-service teachers and they were asked to solve each problem in different ways. It took 60 minutes for preservice teachers to complete the test. Strategies that pre-service teachers used for solving word problems were categorized by using content analyze. Also interviews were conducted with pre-service teachers in order to identify their opinions about the usability of strategies in middle-school classrooms.</p><p>Findings revealed that participants are lack of using different strategies while solving word problems. In general the participants did not apply more than one strategy and they used traditional solving strategies instead of extreme ones. Findings of this study will be a guiding spirit to teacher educators for the enhancement of preservice teacher education programs.</p>

scholarly journals An Identification of Conceptual and Procedural Understanding: Study on Preservice Secondary Mathematics Teacher

2020 ◽  
Vol 11 (2) ◽  
pp. 339-350
Author(s):  
Kondradus Yohanes Klau ◽  
Meiva Marthaulina Lestari Siahaan ◽  
Justin Eduardo Simarmata
Keyword(s):  
Mathematics Teachers ◽  
Procedural Knowledge ◽  
Secondary Mathematics ◽  
Procedural Understanding ◽  
Procedural Approach ◽  
Pedagogical Competence ◽  
Preservice Mathematics Teachers ◽  
Secondary Mathematics Teacher ◽  
Conceptual And Procedural Understanding ◽  
The Relationship

Preservice mathematics teachers (PSMTs) need to master teaching material besides pedagogical competence. This knowledge is a combination of conceptual and procedural knowledge. Teachers should possess the ability to explain a concept, the reason for the concepts used, and the relationship among several concepts clearly and effectively to identify why the concept is used. This study aimed to identify the conceptual and procedural knowledge of PSMTs in Linear Algebra courses. Data collection was carried out through tests and interviews. The interview was conducted with several participants to clarify their test answers. The participants' interview answers revealed that they had difficulty in choosing the proper concept answering modified questions. Also, the participants tried to answer the question using a procedural approach. According to the findings, it is vital to construct appropriate teaching materials appropriate for the learning objective and material map concept. 

scholarly journals Evaluation of the Emergency Distance Education Process Starting with the Covid 19 Pandemic from the Perspective of Teaching Staf

2021 ◽  
Vol 11 (3) ◽  
pp. 444-455
Author(s):  
emre ipekçi çetin
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Education System ◽  
Teaching Staff ◽  
Higher Education System ◽  
Educational Structure ◽  
Education Experience ◽  
Short Period ◽  
Survey Results ◽  
Education Process

The Covid-19 pandemic has caused restrictions and shutdowns affecting all industries worldwide. The scope of the steps taken to prevent the spread of the pandemic, universities in Turkey also began to provide distance education in March 2020. This process has provided an important experience in which the education system is questioned on the basis of educational infrastructure, lecturers and students. The experience of a nationwide transformation in such a short period of time in the education system is considered to be unique. In this study, it is aimed to create a decision support document by compiling this valuable experience and suggestions for further improvement of the higher education system. In this context, the opinions and recommendations of teaching staff regarding the distance education process were taken with the help of surveys which were responded by 744 lecturers from 84 universities of Turkey. As a result of the study, it was seen that factors such as the type of university, distance education experience, and age make a difference in the views of the lecturers towards distance education. In addition, the determinations and suggestions of the instructors that they stated by openended expressions were compiled under main headings. This process experienced offers an important opportunity to question the current educational structure and to improve it further. As also stated in the survey results, it is predicted that the weight of distance education in higher education will also increase at post-pandemic term. Therefore, it is thought that the necessary steps should be taken in the light of the experiences in order to make the next process more efficient

scholarly journals Investigating the Different Dimensions of Preservice Mathematics Teachers’ Understanding – The Case of Factorisation

2020 ◽  
Vol 45 (10) ◽  
pp. 73-94
Author(s):  
Olivia Fitzmaurice ◽  
◽  
Jacqueline Hayes ◽  
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Secondary School ◽  
Conceptual Understanding ◽  
Mathematics Teachers ◽  
Teacher Educators ◽  
Education Programme ◽  
Procedural Understanding ◽  
Different Dimensions ◽  
Preservice Mathematics Teachers

This paper reports on a study designed to investigate preservice teachers’ understanding of factorisation, a topic not explicitly taught within their teacher education programme, but one they will be required to teach when they graduate. We query if the knowledge they bring from secondary school, prepares them sufficiently to teach their future students for understanding. 83 preservice secondary school mathematics teachers’ procedural and conceptual understanding of quadratic factorisation were assessed using Usiskin’s Framework for understanding mathematics (2012) which identifies several dimensions of understanding. The study provides evidence that the preservice mathematics teachers have a strong procedural understanding, and while some conceptual understanding does exist, there was very limited conceptual understanding within most of the dimensions of the framework (Usiskin, 2012). We conclude the paper by considering how teacher educators can address the issues of preservice teacher knowledge and understanding of content not formally covered within their teacher education programmes.

scholarly journals Understanding Mathematics Contents as a way to Change Pedagogical Activities of Preservice Teachers

2021 ◽  
Vol 27 ◽  
Author(s):  
Maria Marta da Silva ◽  
Wellington Lima Cedro
Keyword(s):  
Preservice Teachers ◽  
Mathematics Teachers ◽  
Scientific Knowledge ◽  
Research Methodology ◽  
Formative Experiment ◽  
Preservice Mathematics Teachers

Abstract: This article aims to investigate the changes occurred in the pedagogical activity of preservice Mathematics teachers as they understand the Mathematics content as one of the elements composing their activity. The research methodology used was of a formative experiment. The sample comprised ten preservice teachers. Among the recorded results, it is important to highlight the awareness that contents must be seen as a set of scientific knowledge about a given discipline, in our case, Mathematics. These contents are socially and historically constituted; they must be the product of human social and historical experiences, which are essential for individuals’ development during teachers' pedagogical activities.

Supporting PSTs in Using Appropriate Tools Strategically: A Learning Sequence for Developing Technology Tasks That Support Students' Mathematical Thinking

2017 ◽  
Vol 5 (2) ◽  
pp. 122-157 ◽  
Author(s):  
Milan F. Sherman ◽  
Charity Cayton ◽  
Kayla Chandler
Keyword(s):  
Preservice Teachers ◽  
Mathematics Teachers ◽  
Teacher Educators ◽  
Mathematical Thinking ◽  
Mathematical Tasks ◽  
Learning Sequence ◽  
Mathematics Teacher Educators ◽  
Preservice Mathematics Teachers ◽  
High Level ◽  
Support Students

This article describes an intervention with preservice mathematics teachers intended to address the use of Interactive Geometry Software (IGS) for mathematics instruction. A unit of instruction was developed to support teachers in developing mathematical tasks that use IGS to support students' high-level thinking (Smith & Stein, 1998). Preservice teachers used the IGS Framework (Sherman & Cayton, 2015) to evaluate 3 tasks, to revise a task, and ultimately to design a task using the framework. Results indicate that a majority of preservice teachers in this study were successful in creating a high-level task where IGS was instrumental to the thinking demands, and that the IGS Framework supported them in doing so. The article concludes with suggestions for use by fellow mathematics teacher educators.

Improving Preservice Secondary Mathematics Teachers' Capability With Generic Example Proofs

2014 ◽  
Vol 2 (2) ◽  
pp. 158-170 ◽  
Author(s):  
Shiv Karunakaran ◽  
Ben Freeburn ◽  
Nursen Konuk ◽  
Fran Arbaugh
Keyword(s):  
Preservice Teachers ◽  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
Policy Documents ◽  
Secondary Mathematics Teachers ◽  
Narrow Focus ◽  
Preservice Mathematics Teachers

Preservice mathematics teachers are entrusted with developing their future students' interest in and ability to do mathematics effectively. Various policy documents place an importance on being able to reason about and prove mathematical claims. However, it is not enough for these preservice teachers, and their future students, to have a narrow focus on only one type of proof (demonstration proof), as opposed to other forms of proof, such as generic example proofs or pictorial proofs. This article examines the effectiveness of a course on reasoning and proving on preservice teachers' awareness of and abilities to recognize and construct generic example proofs. The findings support assertions that such a course can and does change preservice teachers' capability with generic example proofs.

scholarly journals The Effect of Technological Pedagogical Content Knowledge Game Activities Supported Micro-Teaching Practices on Preservice Mathematics Teachers’ Self-Efficacy Perception

2020 ◽  
Vol 13 (2) ◽  
pp. 157-173
Author(s):  
Kübra AÇIKGÜL
Keyword(s):  
Middle School ◽  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Preservice Mathematics Teachers

Abstract: The purpose of this study is to investigate the effect of Technological Pedagogical Content Knowledge (TPACK) Game activities supported micro-teaching practices on middle school preservice mathematics teachers’ TPACK self-efficacy perception levels. A single group pretest-posttest experimental design was employed. One hundred middle-school preservice mathematics teachers, attending a mathematics instruction course, participated in the study. The Technological Pedagogical Content Knowledge Survey (Șahin, 2011) was used to determine teachers' level of TPACK-measured self-efficacy. One-way Repeated Measures ANOVA was performed to analyze possible differences between teachers' pre and post self-efficacy scores. The result of this analysis demonstrated a statistically meaningful difference for the overall survey as well as for all dimensions of it. These findings suggest that micro-teaching practices do indeed increase preservice teachers' TPACK self-efficacy perception scores.

scholarly journals Preservice Mathematics Teachers’ Performances in Teaching Activities

2019 ◽  
Vol 2 (2) ◽  
pp. 108
Author(s):  
Mustafa DOĞAN ◽  
Ahmet Şükrü ÖZDEMİR ◽  
Muhammet ŞAHAL
Keyword(s):  
Preservice Teachers ◽  
Mathematics Teachers ◽  
Teaching Methods ◽  
Classroom Environment ◽  
Teacher Education Program ◽  
Mathematics Teacher Education ◽  
Teaching Session ◽  
Systematic Observation ◽  
Teaching Activities ◽  
Preservice Mathematics Teachers

In this study, it was tried to determine teaching activities that elementary preservice mathematics teachers exhibited in a micro teaching session. Preservice teachers are required to prepare and later present a sample micro teaching session. First of all, they were advised to freely select a topic (or an attainment) of their own intention within 5-8 middle school mathematics subjects. Then, every one of them planned their own special session. While they were planning the sessions, they were advised to take into account of all perspectives and practices of the theoretical subjects covered via the course of Special Teaching Methods 1 and the experiences that they gained during the other courses of the mathematics teacher education program. After that, each one performed tasks in the classroom environment related to their own planning. No intervention was made to the preservice mathematics teachers by the lecturer during the sessions. After each session, the remaining candidates and the lecturer made critique about the candidate’s performance. The study was conducted with 50 preservice teachers who take Special Teaching Methods II course. A systematic observation form has been prepared and used for data collection. Descriptive analysis and content analysis based on observations were used as mixed methods in the study. Findings show that preservice mathematics teachers have some misconceptions regarding the lectured subject, besides the deficiencies and mistakes in the course planning and performance.

scholarly journals Opinions of disabled university students on the distance education process

2021 ◽  
Vol 13 (4) ◽  
pp. 1124-1136
Author(s):  
Assel Stambekova ◽  
Mariya Shmidt ◽  
Galiya Kydyrbaeva ◽  
Galiya Kydyrbaeva ◽  
Gulnur Yerzhanova ◽  
...  
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
University Students ◽  
Students With Disabilities ◽  
Peer Relations ◽  
Structured Interview ◽  
Technological Infrastructure ◽  
Orthopedic Disabilities ◽  
The Disabled ◽  
Education Process

The purpose of this research is to evaluate the views of university students with disabilities, regarding the distance education process. The data collection tool of this qualitative research carried out in a phenomenological design is a semi-structured interview form developed by the researcher, which aims to get the opinions of the disabled students studying at the university on the distance education process. The study group of the research consists of 30 students with visual, hearing and orthopedic disabilities who are studying at various universities in the cities of Almaty, Nur-Sultan, Aktobe and Karaganda in Kazakhstan, and have agreed to participate in the research voluntarily. As a result of the research, it was revealed that university students with disabilities found distance education inadequate in terms of teacher-learner, learner-learner, learner-content and learner-technology relations in line with the answers they gave in the semi-structured interview form. Improving teacher and peer relations in the distance education process of disabled university students, reorganizing the educational content and creating the technological infrastructure suitable for their needs are among the important tasks of the education approach of contemporary higher education. Keywords: Distance education, hearing impaired students, higher education. orthopedically impaired students, visually impaired students

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