Öğretmen Adaylarının Önermelerinin Sembolik ve Sözel Formları Arasında Tercüme Yapabilme Becerilerinin İncelenmesi

DergiPark: 642192tredBu çalışmanın amacımatematik öğretmeni adaylarının matematiksel önermelerin sembolik ve sözelformları arasında tercüme yapabilme becerilerinin sınıf seviyesine göre nasılgeliştiğini incelemektir. Araştırmada bu beceri; sözel formda verilmiş birönermenin sembolik formunu tanıma ve oluşturma, sembolik formda verilmiş birönermenin sözel formunu tanıma ve oluşturma olmak üzere 4 alt beceri ilekarakterize edilmiştir. Araştırmada veri toplama aracı olarak her bir altbeceriye yönelik 4’er soru içeren ve toplamda 16 sorudan oluşan bir testkullanılmıştır. Araştırmanın katılımcılarını bir devlet üniversitesininİlköğretim Matematik Öğretmenliği programının farklı sınıflarında öğrenimgörmekte olan 145 öğrenci oluşturmaktadır. Araştırmadan elde edilen bulgular, odaklanılanbeceriye göre öğrencilerin performanslarının farklılaştığını göstermiştir.Bununla birlikte, önermelerde yer alan niceleyicileri tercüme etmek içinkullanılan sıfatların önermenin anlamını kavramada etkili olduğubelirlenmiştir. Elde edilen sonuçlar doğrultusunda gelecek araştırmalar içinönerilerde bulunulmuştur.

Problem-solving and posing skills in middle school students: The impact of gender, school type and grade level

This paper examined the problem-solving and problem-posing skills of middle school students in terms of whether the factors of gender and school type have an impact, as well as to illustrate these skills with respect to grade levels. A total of 461 students from different middle school levels of both private and public schools participated in the study. The instrument and framework reported by Cai (2003) were applied in the data collection and analysis phases of the study. The results revealed no significant differences between private and public schools in terms of problem-solving and problem-posing skills. In terms of gender, similar characteristics were found in terms of problem-solving skills, while differences in problem-posing skills were noted. In addition, some differences were observed in terms of problem-solving and problem-posing skills according to grade level. These results are discussed in the context of the existing literature

The Potential of Dynamic Geometry Software in Bridging the Link Between Experimental Verification and Formal Proof

The national secondary school mathematics curriculum of Turkey, promulgated in 2013, encourages teachers to integrate dynamic geometry software into their classroom practices. One of the reasons for this request is that this kind of software offer teachers the opportunity to design learning environments in which students can experience the processes that constitutes mathematical exploration and proof. However, in order to exploit the possible advantages of integrating such software, teachers need the necessary technical knowledge about the software to be used and concrete examples of how it can be utilized as well. This study aims to contribute to the latter need by analyzing the solution steps of an open-ended geometry problem and exemplifying the role of the software in the solution process

Investigating of Middle-school Students' Attitudes Toward Programming

This study presents an investigation of the attitudes of middle school students toward computer programming after they received an instructional sequence designed to introduce computer programming. The aims of this study are to (i) determine the levels of students’ attitudes toward computer programming, (ii) determine whether students’ attitudes toward computer programming differ in terms of gender, and (iii) reveal students’ ideas about the implemented instructional content. To this aim, an instructional sequence that aimed to provide students with the necessary knowledge to use Scratch was designed and implemented in an eight-week plan. Apart from technical knowledge to use the software, the content included activities in which students were asked to create three games. The participants of the study consist of fifteen 5th grade and seventeen 6th grade students. To determine students’ attitudes toward computer programming an existing scale in the literature was used. The results of the study showed that the students developed positive attitudes toward computer programming after the instruction. Besides, it was found that there was no significant difference between boys and girls in terms of attitudes toward programming

Prospective Elementary Mathematics Teachers Understandings about the Formal Definition of Limit

The concept of limit holds a central point among topics in analysis. The importance of this concept stems from the fact that the majority of the concepts included in calculus curriculum are defined on the basis of its definition. In addition to its importance on the construction of mathematical concepts, the concept of limit is regarded as a bridge in transition to advanced mathematical thinking. Because of its importance in both mathematics and mathematical thinking, the concept of limit has been a subject of study for many mathematics education researchers. These studies investigated various aspects of teaching and learning of limit concept. Among these, those focused on the formal definition of limit are much less compared to others and this is especially true for Turkish mathematics education literature

The Effect of Using Dynamic Mathematics Software on Students’ Understanding of the Geometric Meaning of the Derivative Concept

This study aimed to investigate the impact of dynamic mathematics software on students’ understanding of the geometric meaning of the concept of derivative at a single point. The participants consisted of students who were enrolled in two separate classes in a primary mathematics teacher education programme at a state university. The study adopted a quasi-experimental approach, with the two classes randomly assigned as a control and an experimental group. The instructional approach in the control group was traditional, whereas in the experimental group, computer-supported worksheets were used. The data were gathered through two tests that were developed by the researchers, as well as through clinical interviews conducted with selected students. One of the tests aimed to determine the level of knowledge of students about the concepts that are recognized in the literature as being crucial to the learning of the derivative concept by research reports; the other aimed to assess students’ learning regarding the content that was the focus of the study. Their performance was assessed using a rubric that was developed according to the level of understanding demonstrated in the students’ responses. A one-way analysis of covariance test was conducted on the students’ test scores to compare the performance of the two groups. The test concluded that there was a significant difference between the groups in favor of the experimental group. The clinical interviews showed that the students in the experimental group achieved a higher level of understanding, as proposed by APOS theory, in comparison to control group

Phenomenographic Research Method

Phenomenography, an approach to educational research, emerged from the studies carried out by Ference Marton and his colleaques at the University of Göteborg, Sweden, in the early 1970s. Phenomenography is the emprical study of the different ways in which people experience, perceive, apprehend, understand, conceptualise various phenomena in the world around them. Not only this method has been used much in educational researchs in Turkey, but also the books about research methods do not provide detailed information about this method in details. This study explains the aim, characteristics, historical background and how to ensure the generalization, validity and reliability of phenomenographic research outcomes, besides mentions to the studies in which phenomenographic research method was used. In addition, the differences and similarities between this method and methods similar to phenomenology are explained