scholarly journals Examining the Changes in Beliefs of Preservice Mathematics Teachers Attending the Pedagogic Formation Program about Teacher and Students Roles

2020 ◽  
Vol 10 (2) ◽  
pp. 89
Author(s):  
Davut Köğce
Keyword(s):  
Preservice Teachers ◽  
Mathematics Teachers ◽  
Qualitative Data ◽  
Qualitative Research Design ◽  
Preservice Mathematics Teachers ◽  
Formation Programs ◽  
Qualitative Data Analysis Software ◽  
Faculty Of Education ◽  
Similarity And Difference ◽  
Academic Year

This study aimed to identify the beliefs of preservice mathematics teachers receiving formation program as undergraduates or graduates in the Faculty of Science and Letters about teacher and student roles in the classroom setting and to explore how their beliefs changed at the end of the program. The research was conducted in the qualitative research design. The data were collected with a form of three open-ended questions asked to the preservice mathematics teacher attending the formation program in the faculty of education in the fall term of 2014-2015 academic year. The data were collected by applying this questionnaire to the preservice teachers at the beginning and end of the formation program. The answers of the preservice teachers were analyzed by classifying thematically by similarity and difference using the MAXQDA 11 qualitative data analysis software. While the preservice teachers had had beliefs placed somewhere between absolute knowing and transitional knowing about both teacher and student roles before the formation program, these beliefs were transformed into ones placed somewhere between transitional knowing and independent knowing after the formation program. This result indicated how important the pedagogical formation programs are for preservice teachers.

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 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.

scholarly journals The Efficacy of Drama in Field Experience: A Qualitatıve Study Using Maxqda

2016 ◽  
Vol 6 (1) ◽  
pp. 10
Author(s):  
Senel Elaldi ◽  
Nazli Sila Yerliyurt
Keyword(s):  
Preservice Teachers ◽  
Field Experience ◽  
School Connectedness ◽  
Preschool Teachers ◽  
Descriptive Analysis ◽  
Spring Semester ◽  
Service Training ◽  
Qualitative Data Analysis Software ◽  
Faculty Of Education ◽  
The Impact

This study attempted to evaluate the views of senior preservice preschool teachers on the efficacy of drama activities in their field experience in terms of the effect of students’ learning, socialization, individual or group work skills and school connectedness and also disclosed the suggestions of senior preservice preschool teachers for faculty members who give drama lectures regarding the delivery of drama course. The study group included 51 (Female = 37, Male = 14) senior preservice preschool teachers studying in the Faculty of Education at Cumhuriyet University, Turkey in the spring semester of the 2016-2017 academic year. Data were collected through an interview form including five semi structured questions that were prepared in line with the aim of the study by the researchers. The data were analyzed using MAXQDA-11, qualitative data analysis software, and descriptive analysis technique. Main themes were generated and then the views were aligned under the themes. The findings revealed that senior preservice preschool teachers had positive views regarding the impact of drama activities in their field experience. In-service training programs were suggested to be designed systematically for professional development of preservice teachers.

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 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’ 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.

Documenting a Developing Vision of Teaching Mathematics with Technology

2016 ◽  
pp. 166-189 ◽  
Author(s):  
Dana C. Cox ◽  
Suzanne R. Harper
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Qualitative Data ◽  
Current Practice ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Teaching Mathematics ◽  
National Council ◽  
Teaching With Technology ◽  
Preservice Mathematics Teachers

This chapter reports on a study of 39 Preservice Mathematics Teachers (PSMTs) enrolled in a course on mathematical problem solving with technology. Qualitative data were collected with the purpose of examining the extent to which the course was supporting the development of a vision of teaching with technology amongst secondary preservice mathematics teachers. Two findings are discussed. First, PSMTs developed a vision aligned with the vision provided by the National Council of Teachers of Mathematics Technology Principle. Second, PSMTs drew heavily on instructional experiences gained in the course to illustrate that emergent vision. The voices in this study challenge key assumptions that may be prevalent in current practice in the preparation of PSMTs.

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