A meta-analysis of the ımpact of problem posing strategies on students ' learning of mathematics

This is a review of experimental research in which students have been taught to pose mathematical problems as a means of developing their learning. Hence, the aim of the research is to combine the empirical evidence regarding the functionality of problem posing strategies and to explore the aspects which could influence the integration of problem posing in mathematical education. In this direction, a meta analysis approach was utilized in this study. 20 experimental research published between years of 2000 and 2020 are contained in this research and 31 effect sizes were computed. According to random effects model, it was found that problem posing strategy has significant impact on learners' problem-solving skills, mathematics achievement, level of problems posed, and attitudes towards mathematics (ES = 1.328; 1.142; 1.152; 0.643; p=0.05). These effects also were analyzed according to methodological and instructional variables. The findings obtained in the research was discussed in the light of the literature and suggestions were made for the future studies

The mediating role of mathematics teaching efficacy on the relationships between pedagogical content knowledge and mathematics teaching anxiety

Teaching efficacy, teaching anxiety, and teaching knowledge are crucial factors in effective teaching. This study investigated the mediating role of mathematics teaching efficacy (MTE) in the relationship between pedagogical content knowledge (PCK) and mathematics teaching anxiety (MTA) for pre-service mathematics teachers. The participants were 463 volunteer preservice teachers who completed a questionnaire package that included the MTE Scale, the MTA Scale, and the PCK Scale. The theoretical model was tested using structural equation modeling and a bootstrapping procedure. It was revealed that MTE has a partial mediating role in the relationship between PCK and MTA for pre-service teachers. The findings indicated that a high level of PCK increases pre-service teachers’ MTE, which decreases their MTA. Although PCK predicts MTE that in turn predicts MTA, more longitudinal and experimental studies are needed to better understand this sequence

Exploring Mathematics Teachers’ Pedagogical Content Knowledge in the Context of Knowledge of Students

Functions are one of the basic topics taught in mathematics curriculum at Secondary school level requiring knowledge from the students’ past, and uniting mathematical topics. Mathematics teachers have both their own learning experience of functions, as well as their own teaching experience, leading to the question of what level of student knowledge teachers have related to teaching functions. In this way thirteen mathematics teachers participated in this current research. The research investigated student knowledge determined to be part of pedagogical content knowledge (PCK) by Shulman (1986) and accepted by a variety of researchers as a component of PCK. The teachers participating in the study may be counted as successful in knowing the preliminary knowledge of students and the difficulties and misconceptions experienced by students; however they were identified to be deficient in terms of knowing how to correct the errors and misconceptions experienced. It also appeared that school type and experience were not important factors. These results have significant implications for developing teaching practices and professional development of teachers. Keywords: functions, mathematics teachers, pedagogical content knowledge, student knowledg

Uzaktan eğitim sürecinde oyun tabanlı bir uygulamanın ilkokul öğrencilerinin kesirleri öğrenmede öz-yeterlik ve başarılarına olan etkisi

Fractions have great importance for primary students in mathematics education and are one of the most problematic concepts they encounter in their school life. This research study aimed to examine the effectiveness of a game-based app (Slice Fractions) to help students to develop their academic performance and self-efficacy in fraction skills during distance education. A total of 142 fourth grade students from eight different classes participated to the study. A quasi-experimental method was used to assess the impact of the Slice Fractions game on student learning and self-efficacy of the concept of fractions in the fourth-grade math course. The self-efficacy scale and the diagnose test for fractions were applied to the fourth-grade students. The results showed that the students in the game group had significantly better learning performance in fractions than students in the non-game group. Similarly, the students in the game group had significantly better self-efficacy in fractions than students in the non-game group.Matematik eğitiminde büyük önem taşıyan kesirler konusu ilköğretim öğrencilerinin okul hayatlarında karşılaştıkları en problemli kavramlardan birisidir. Bu çalışmanın amacı, uzaktan eğitim sırasında oyun tabanlı bir uygulamanın (Slice Fractions) öğrencilerin kesirler konusundaki akademik performanslarını ve öz yeterliklerini ne denli geliştirmelerine olanak sağladığını incelemektir. Araştırmaya sekiz farklı sınıftan toplam 142 dördüncü sınıf öğrencisi katılmıştır. Çalışmada yarı deneysel araştırma yöntemi kullanılarak Slice Fractions oyununun öğrencilerin kesirler kavramını öğrenmesinde ve öz-yeterlik konusunda etkisi araştırılmıştır. Araştırmaya katılan öğrencilere kesirler öz-yeterlik ölçeği ve kesirler başarı testi uygulanmıştır. Yapılan analizler sonucunda, oyun grubundaki öğrencilerin, oyun oynamayan gruptaki öğrencilere göre kesirlerde önemli ölçüde daha iyi öğrenme performansına ve daha iyi öz-yeterliğe sahip oldukları sonucuna varılmıştır

Pre-Service Mathematics Teachers’ Conceptual Knowledge of Binary Operation

Binary operation is one of the main topics of undergraduate mathematics. A binary operation is also used as a foundation for other disciplines such as physics, chemistry and biology. This study aims to describe the conceptual knowledge level of pre-service mathematics teachers regarding binary operation. In order to achieve this, a test consisting of open-ended and true-false questions on binary operation was administered to a total of 77 pre-service teachers; 32 primary school pre-service mathematics teachers, 30 high school pre-service mathematics teachers and 15 pedagogical formation teacher candidates. The data collected was analyzed using descriptive analysis in the context of the framework developed by the researchers. The findings of the study indicated that the performance of the pre-service teachers was insufficient with regards to the underlying conceptual knowledge that the questions sought. The study also indicates that pre-service teachers have difficulty in forming their subject knowledge successfully and they need to re-structure this as soon as possible

Türkiye ve Kanada matematik ders kitaplarındaki soruların sentezlenmiş taksonomiye göre incelenmesi

The present study offers a comparative analysis of mathematics questions placed in Turkish and Canadian school textbooks in terms of cognitive process and knowledge dimension as well as the question types. In order to get therequired data, eight textbooks were analyzedrespectively. Document analysis was conducted to collect the data from these textbooks. In order to compare the differences and similarities between the questions found in these textbooks as well as their levels of cognitive learning, these questions were analyzedand classified according to the types of cognitive processes and knowledge dimensions they address. Mathematics questions existing in Turkish and Canadian textbooks showed a similar tendency in terms of cognitive learning domain. However, compared to the Turkish textbooks, it was found that the questions provided in the Canadian textbooks contained more constructed response questions that required higher-order cognitive abilities. It is recommended thatthe number of higher order thinking questions should be increased in accordance with international examinations.Bu çalışmanın amacı, Türkiye ve Kanada’da kullanımda olan ortaokul matematik ders kitaplarındaki soruları bilişsel öğrenme düzeylerine ve soru türlerine göre inceleyip karşılaştırmaktır. Bu bağlamda Türkiye’de kullanımda olan ortaokul matematik ders kitapları ile Kanada’da kullanımda olan “Math Makes Sense” adlı ders kitapları içerik analizine tabi tutularak karşılaştırılmıştır. Araştırmanın amacına uygun olarak veriler toplanıp doküman analizi yapılmıştır. Her iki ülke ders kitaplarında yer alan matematik soruları, Sentezlenmiş Bloom Taksonomisi üzerinden bilişsel süreç ve bilgi boyutlarına göre kodlanmış ve soruların bilişsel öğrenme düzeylerine göre benzerlik ve farklılıkları karşılaştırmalı olarak incelenmiştir. Türkiye ve Kanada ders kitaplarında yer alan soruların bilişsel süreç ve bilgi boyutu açısından benzer özellikler gösterdiği tespit edilmiştir. Ancak Kanada ders kitabında bilişsel beceri gerektiren açık uçlu soru türlerine daha çok yer verildiği belirlenmiştir. Ders kitaplarının içeriği oluşturulurken uluslararası sınavlarla uyumlu üst bilişsel beceri gerektiren sorulara daha fazla yer verilmesi önerilmektedir

Comparison of the frequency of mathematics teachers' use of mathematics textbooks in face-to-face and distance education

Understanding the variables that affect the use of textbooks are important for the development of eligible and preferable resources. In this research, the frequency of textbook usage in face-to-face and distance education was examined according to grade level, professional experience of teachers, and residential area of the schools in which teachers work. The sample of the study consists of 287 middle school mathematics teachers working in different state schools. Data was obtained through an online survey. This study showed that the frequency of textbook usage decreased as the grade level increased, and this decrease occurred both in face-to-face and distance education. However, it has been concluded that the frequency of textbook usage varies in both learning environments according to teaching experience, and that change is statistically significant. In face-to-face classrooms, it was determined that the location of the school was a determining factor in terms of the frequency of textbook usage, whereas, in distance education, the frequency of textbook usage did not statistically significantly differ according to school location. The rest of the findings are discussed in terms of teachers' experiences and attitudes.Öğrenme-öğretme sürecinin en önemli materyallerinden biri olan ders kitaplarının kullanımına etki eden değişkenleri anlamak, nitelikli ve tercih edilebilir kaynakların geliştirilebilmesi için önemlidir. Bu araştırmada, yüz yüze ve uzaktan eğitim sürecindeki ders kitabı kullanım sıklığı, öğretmenlerin mesleki deneyimleri ve görev yaptıkları okulların bulunduğu bölgedeki sosyo-ekonomik düzeylere göre sınanmıştır. Tarama deseni ile yürütülen çalışmanın katılımcılarını 287 ortaokul matematik öğretmeni oluşturmaktadır. Sınıf kademesi, mesleki deneyim ve yerleşim bölgesi dikkate alınarak oluşturulan örneklemden çevrimiçi anket yoluyla toplanan veriler, betimsel ve kestirimsel istatistik teknikleri ile analiz edilmiştir. Çalışma sonuçları, sınıf kademesi arttıkça ders kitabı kullanım oranının azaldığını ve bu azalışın hem yüz yüze hem de uzaktan eğitim sınıflarında gerçekleştiğini göstermiştir. Bununla birlikte, mesleki deneyime göre ders kitabı kullanım sıklığının hem yüz yüze hem de uzaktan öğretim sürecinde değiştiği ve bu değişimin istatistiksel olarak anlamlı olduğu sonucuna ulaşılmıştır. Yüz yüze eğitimde yerleşim bölgesinin ders kitabı kullanım sıklığı açısından belirleyici bir faktör olduğu, uzaktan eğitim sürecinde ise ders kitabı kullanım sıklığının yerleşim bölgesine göre istatistiksel olarak anlamlı bir şekilde farklı olmadığı belirlenmiştir. Diğer bulgular öğretici deneyimi ve tutumları çerçevesinde tartışılmıştır

The impact of educational material use on mathematics achievement: a meta-analysis

As a result of rapid development in technology, utilizing materials in education has become important. To date, researchers have often explored the effects of using educational materials in mathematics instruction on academic achievement. The purpose of this study was to combine the empirical evidence regarding the effectiveness of educational materials in mathematics. For this aim, a meta-analysis method was used in the current research. In line with the aim of the research, 54 experimental studies published between years of 2005 and 2016 were included in the meta-analysis and 58 effect sizes were calculated from these studies. The results of the meta-analysis showed that using materials in mathematics has a positive and high influence on achievement. According to analysis of mediator variables that are related to instructional characteristics, significant differences are found in the variables of mathematics topic, type of material, and application time. However, teaching with materials in mathematics did not seem to differ in effectiveness from teaching without materials, in terms of methodological characteristics of the studies

Pre-service mathematics teachers’ conceptual knowledge of binary operation

Both mathematical knowledge and mathematical knowledge for teaching of teachers or pre-service teachers have been discussed in a substantial body of literature by the researchers (Ball, D. L., Thames, M. H., and Phelps, G. 2008; Fauskanger, J., 2015; Rittle-Johnson, B. and Alibali, M. W., 1999; Siegler, R. S. and Lortie-Forgues, H., 2015). In a study on teacher knowledge Kinach (2002) shows that there is a discrepancy between the objectives of teacher education programs and the knowledge and beliefs of pre-service teachers. Kinach (2002) stated

Using bloom’s revised taxonomy to analyse learning outcomes in mathematics curriculam

Bu çalışma, 2017 yılında güncellenmiş ortaokul matematik dersi öğretim programında yer alan kazanımların yenilenmiş Bloom Taksonomisine göre bilişsel ve bilgi düzeyine göre derinlemesine incelemek amacıyla yapılmıştır. Verilerin analizi için doküman analizi yöntemi kullanılmıştır. Ortaokul matematik öğretim programı kapsamında 215 kazanım üç araştırmacı tarafından değerlendirilmiştir. Kazanımların değerlendirilme süreci, ortak görüşe varma, bireysel değerlendirme, karşılaştırma olmak üzere üçlü döngü şeklinde devam etmiştir. Yenilenmiş Bloom Taksonomisine göre yapılan analiz sonucunda; bilişsel süreç boyutu açısından kazanımların anlama ve uygulama basamaklarında, bilgi boyutu açısından ise kavramsal ve işlemsel bilgi basamaklarında ağırlıkta olduğu belirlenmiştir. Ayrıca kazanımlar sınıf seviyesi ve öğrenme alanlarına göre değerlendirildiğinde, kazanımların bilişsel süreç boyutu açısından kısmen benzerlik gösterdiği; bilgi boyutu açısından da farklılık gösterdiği sonucuna varılmıştır.In this study, it was aimed at evaluating and analysing students’ learning outcomes in Turkish middle school mathematics curriculum according to knowledge and cognitive process dimension of Bloom’s Renewed Taxonomy. In order to gather the required data, document analysis as a qualitative method was used in this research. Therefore, 215 learning outcomes were analysed individually by three researchers and were placed in the two-dimensional taxonomy. The results of analysing outcomes from each researcher were compared to view the concurrency and then differences between the researchers results argued to arrive at a consensus. The findings illustrated that learning outcomes are mostly dominated by understand and apply steps in terms of cognitive process dimension. They are also dominated by procedural and conceptual steps in terms of knowledge dimension. In addition, when the learning outcomes in reference to grade level and learning areas were considered, different results were found in terms of knowledge dimension