Student views with regard to probsol learning environment

The aim of this study is to assess learner views with regard to ProbSol learning environment prepared according to problem solving steps for the teaching of “applications related to equations and inequalities”. In line with this aim, the study was carried out with 15 volunteered 9th graders who are taught with ProbSol. The study is a case study, which is one of the qualitative research paradigms, and a semi-structured interview form with 8 open-ended questions developed by the researchers was used. Data obtained from semi-structured interview form were analyzed with content analysis method. In general, the views of the participants with regard to ProbSol environment were mostly positive

Examination of the Relationship Between TPACK Competencies and Mathematics Teaching Anxiety: The Mediating Role of Mathematics Anxiety

This study aimed at exploring the mediating role of mathematics anxiety in the relationship between TPACK competencies and mathematics teaching anxiety. This mediation role stated in the hypothesis of the study was tested through structural equation modeling using data from 426 pre-service mathematics teachers selected through criterion sampling. TPACK Competencies Scale, Mathematics Anxiety Scale, and Mathematics Teaching Anxiety Scale were used to collect data. The data were analyzed using descriptive statistics, correlation analysis, and path analysis. The study revealed a negative relationship between TPACK competencies and mathematics anxiety, and mathematics teaching anxiety, while there was a positive relationship between mathematics anxiety and mathematics teaching anxiety. The results suggested that pre-service teachers' mathematics anxiety had a mediating role in accounting for the relationship between TPACK competencies and mathematics teaching anxiety. In addition, TPACK competencies explained 68% of the total variance in mathematics teaching anxiety through mathematics anxiety in the structural equation model. The findings are discussed in light of the related literature, and implications are offered for practitioners and researchers.   

Image of the high school students towards mathematicians

Aim of this study is identify how high school students see mathematicians by the pictures they visualized. In accordance with this purpose phenomenology pattern which is one of the qualitative patterns was used as a research pattern. The study was carried out with 150 volunteered high school students. The data collection tool to be used in this study consists of four parts. The first part includes questions to determine demographic characteristics of students, second part include drawing box prepared to define images of students towards mathematicians and open ended questions towards describing drawing, third part includes the presented options to define the image sources towards mathematicians and the fourth part includes open-ended questions to determine famous mathematicians and reasons. The images that students draw about mathematicians were analyzed by the content analyses method. It is believed that the results from at the end of the study will be helpful to training of mathematics teacher

Examining the Relationship between Mathematics Anxiety and Mathematics Teaching Anxiety of Prospective Mathematics Teachers

The aim of this study is to examine whether the mathematics anxiety of prospective elementary mathematics teachers predict their anxiety about mathematics teaching. In addition, it is aimed to examine the anxiety levels of prospective elementary mathematics teachers towards mathematics and mathematics teaching whether these concerns differ according to grade level. For this purpose, the research model is chosen as the general survey model. The research was carried out with a total of 307 prospective teachers studying in the department of mathematics education in the fall semester of the 2018-2019 academic year. In the research, “Mathematics Anxiety Scale for Teachers and Prospective Teachers” developed by Uldas (2005) and “Anxiety Scale for Teaching Mathematics” developed by Peker (2006) were used. At the end of the research, it is determined that both mathematics anxiety and mathematics teaching anxiety levels of prospective mathematics teachers are low. On the other hand, there is no significant difference as regards grade levels in mathematics anxiety and mathematics teaching anxiety levels of prospective mathematics teachers. It is concluded that there is a moderately positive significant relationship between mathematics anxiety and mathematics teaching anxiety of prospective mathematics teachers. Finally, it is determined that mathematics anxiety of prospective mathematics teachers predicts their mathematics teaching anxiety

The views of teachers about use of concrete teaching materials in mathematics teaching

Bu araştırmanın amacı; matematik öğretiminde somut öğretim materyali kullanımına yönelik matematik öğretmenlerinin görüşlerini alarak öğretmenlerin hangi somut öğretim materyallerini kullandıklarını, somut öğretim materyali kullanımının öğrenciler açısından avantaj ve dezavantaj larını, kullanımı esnasında yaşanan zorlukları, kullanımını engelleyen faktörleri ve nedenlerini tespit etmekle birlikte öğretmenlerin somut öğretim materyali kullanmaya ve tasarlamaya ilişkin öz-yeterlik algılarını incelemektir. Bu amaç doğrultusunda araştırma Nitel araştırma desenlerinden durum çalışması ile yürütülmüştür. Araştırmanın verileri, on bir açık uçlu sorudan oluşan yarı yapılandırılmış görüşme formu ile 100 ortaokul ve 100 lise matematik öğretmeninden gönüllülük esasına dayanarak toplanmıştır. Elde edilen veriler içerik analizi yöntemi ile analiz edilmiştir. Araştırmanın sonucunda, katılımcıların büyük çoğunluğunun matematik öğretimde somut öğre tim materyali kullanımının gerekli olduğunu düşündükleri belirlenmiştir. Öğretmenlerin somut öğretim materyali kullanımının soyut kavramları somutlaştırdığı, kavramları keşfettirdiği, kalıcı öğrenme sağladığı ve öğrenmeyi kolaylaştırdığı görüşünde oldukları görülmüştür. Bununla birlikte öğretmenlerin somut öğretim materyali kullanırken zaman kaybı, sınıf yönetiminin sağlanamama sı, yeterli sayıda materyal bulunamaması ve öğrencilere materyali tanıtmanın zorluğu gibi prob lemlerle karşılaştıkları tespit edilmiştir. Ayrıca öğretmenlerin çoğunluğunun matematik derslerin de somut materyal kullanılması konusunda olumlu tutum sergilediği ve öz-yeterliklerinin yüksek olduğu tespit edilmesine rağmen özellikle lise matematik öğretmenlerinin derslerinde somut mater yal kullanma düzeylerinin düşük olduğu ve öğretmenlerin çoğunluğunun öğretim materyali olarak geometrik cisimleri kullandıkları belirlenmiştirThe aim of this research is to determine which concrete materials are used by the mathematics teachers by taking the views of the teachers about the use of concrete teaching materials, what kind of advantages and disadvantages usage of concrete materials have in terms of students, the difficulties experienced during their usage and determining the factors and reasons that disrupt their usage, and also to investigate the self-efficacy perceptions of teachers designing and using concrete teaching materials. For this purpose the research has been carried out with the case study, one of the qualitative research designs. The data of the study was collected from a semi-structured interview form consisting of eleven open-ended questions and based on volunteerism from 100 secondary and 100 high school mathematics teachers. The obtained data was analyzed by content analysis method. As a result of the research, it was determined that the vast majority of participants thought that the use of concrete teaching material in mathematics teaching was necessary. It has been seen that according to teachers, usage of concrete materials concretize abstract concepts, help to discover concepts, provide permanent learning, and facilitate learning. However, it has been found that the teachers face problems such as time loss when concrete teaching materials are used, failure in classroom management, inadequate number of materials, and difficulty in introducing the material to the students. It was also determined that the majority of teachers showed a positive attitude towards using concrete material in their mathematics lessons and that although the self-efficacy was found high, the use of concrete material in the lessons of high school by mathematics teachers was low and the majority of these teachers used geometric objects as teaching material

Assessment of ındıvıdualızed web based learnıng envıronment based on problem solvıng steps

Bu çalışmada, 9. sınıf matematik dersi müfredatında yer alan “Denklem ve Eşitsizlikler ile İlgili Uygulamalar” konusunun öğretimi için geliştirilen problem çözme basamaklarına dayalı bireyselleştirilmiş web tabanlı öğrenme ortamının öğrenmeye etkisi, öğretim programına uygunluğu ve tasarım açısından değerlendirilmesi hedeflenmiştir. Tasarlanan ortamın değerlendirilmesi için veri toplama aracı olarak beşli likert tipi 20 maddeden oluşan “ProbSol Öğrenme Ortamı Değerlendirme Ölçeği” kullanılmıştır. Bu ölçek yardımıyla, 121 Matematik öğretmeni tarafından ProbSol öğrenme ortamının öğrenmeye etkisi, öğretim programına uygunluğu ve tasarım açısından değerlendirilmesi sağlanmıştır. Değerlendirme ölçeğinden elde edilen veriler ışığında; geliştirilen ProbSol öğrenme ortamının öğrencilerin öğrenmeleri üzerinde olumlu yönde katkı sağlayacağı, ProbSol öğrenme ortamının içeriğinin Ortaöğretim Matematik Dersi Öğretim Programına uygun olduğu, bu öğrenme ortamının genel olarak tasarım ilkelerine uygun olarak tasarlandığı ve sistemin kullanımın kolay olduğu sonuçlarına ulaşılabilir. Bu değerlendirmeler ışığında gerekli düzenlemeler yapılarak ProbSol öğrenme ortamının gerçek sınıf ortamında kullanılabilir ve geçerli bir öğrenme ortamı olduğu sonucuna ulaşılmıştır.The aim of this study is to assess the individualized web based learning environment based on problem solving steps developed to teach the topic of “Applications with regard to equations and inequalities” in terms of impact on learning, appropriateness of the curriculum and design. “ProbSol learning environment assessment” scale, which included 20 likert type items, was used to collect data for the assessment of the medium designed. With the help of the scale, 121 Mathematics teachers assessed ProbSol learning environment. According to the data obtained from the scale, it was concluded that the ProbSol would have positive contribution to students’ learning, the content of ProbSol is suitable for secondary education Mathematics program, the design of this learning environment is compatible with overall design principles and the use of system is easy. Based on the results, it was concluded that with necessary amendments ProbSol can be used in real classroom environments

Assessment of instructional materials developed with flash software for the teaching of area applications in integral

Bu çalışmanın amacı, öğretim üyeleri, matematik öğretmenleri ve öğrencilerin “ İntegralde alan uygulamaları” konusunda Flash Animasyon Programı ile geliştirilen öğretim materyali hakkındaki görüşlerini değerlendirmektir. Bu araştırmada nitel araştırma yöntemlerinden durum çalışması yapılmıştır. Araştırma 4 öğretim üyesi, 5 matematik öğretmeni ve 4 öğrenci ile yürütülmüştür. Araştırmanın verileri 6 açık uçlu sorudan oluşan yarı yapılandırılmış görüşme formu ile toplanmıştır. Yarı yapılandırılmış görüşme formundan elde edilen veriler ise betimsel analiz yöntemiyle analiz edilmiştir. Araştırmanın sonucunda katılımcılar, hazırlanan materyalin içeriğinin “İntegralde alan uygulamaları” konusunun kazanımlarına uygun ve doğru olduğunu belirtmiştir. Materyalin teknik kalitesinin iyi olduğu ancak ses kapat ve durdur butonlarının da bulunması gerektiğini vurgulamıştır. Katılımcıların çoğu materyalin renk seçimi ve yazı büyüklüğünün ideal olduğu yani görsel tasarımının iyi olduğu görüşündedirler. Katılımcıların görüşleri incelendiğinde, geliştirilen öğretim materyalinin öğrenme-öğretme sürecinde kullanılabileceği sonucuna ulaşılmıştır.The aim of this study is to assess the opinions of faculty members, mathematic teachers and students with regard to instructional materials developed a case study, which is one of the qualitative research methods. The study group included 4 lecturers, 5 math teachers and 4 students. Data for the study was collected via a semi-structured interview composed of 6 open-ended questions. Data obtained via semi-structured interview form were analyzed with descriptive analysis method. As a result of the study, it was found that participants stated that the content of the al quality of the material was good but there of the opinion that color choice and font size were ideal and thus its visual design was good. When the views of participants were examined, it was concluded that the material can be used in the teaching-learning process

Analysis of the relationship between mathematics teacher candidates’ reflective thinking levels and their philosophical views on the nature of mathematics

The main aim of the present study with relational screening model was to analyze the relationship between reflective thinking skills and philosophical views regarding the nature of mathematics (NoM) in secondary school mathematics teacher candidates. In addition, it was aimed to determine whether the reflective thinking levels of the candidates displayed a significant difference according to absolutist, mixed, and semi-experimentalist groups. The study group consisted of 196 secondary school mathematics teacher candidates studying in the mathematics teaching program in the spring semester of the 2021-2022 academic year. As data collection tools, The Scale for Determining Philosophical Views Regarding the NoM and The Scale for Determining the Level of Reflective Thinking were used. In the analysis of the data, in addition to descriptive statistics, Pearson Product-Moment Correlation Coefficient and multiple linear regression analysis were employed. In the study, it was determined that both reflective thinking levels and the philosophical views regarding the NoM were found to be high in mathematics teacher candidates. Besides, it was determined that there was a positive and moderate relationship between the reflective thinking level subdimensions and and the philosphocial views on the NoM in the teacher candidates, and that the variables of the reflective thinking level subdimensions explained 44% of the variance in the philosophical views on the NoM. Moreover, it was concluded that there was a statistically significant difference between the semi-experimentalist group and the mixed and absolutist groups in favor of the semi-experimentalist group in terms of critical reflection, reflection and understanding skills, and between the absolutist group and the mixed and semiexperimentalist groups in favor of the absolutist group in terms of habitual actions subdimension

Examination of the metaphorical perceptions of mathematics teacher candidates towards mathematical proving

The purpose of this study is to examine mathematics teacher candidates' perceptions about mathematical proving through metaphors. The participants of the research were 203 mathematics teacher candidates who were having education at the Faculty of Education of the two state universities in the Central Anatolia region, and they were selected on the basis of volunteerism. As a means of data collection, the mathematics teacher candidates were given papers which were written "proving is like...... because......." on. While the metaphors developed by mathematics teacher candidates were being analyzed, the appropriate and inappropriate metaphors were determined. Then, the sources of metaphors developed by mathematics teacher candidates for proving were read in detail, and these metaphors were classified according to their similarities, and categorized. At the end of the content analysis, the metaphors developed by the participants were collected under a total of 12 conceptual categories. When these categories were examined, it was found that 35% of the participants perceived proving as a difficult, complex, boring and unnecessary process, and their perceptions about proving were negative, while the remaining participants (65%) had positive perceptions towards proving, and generally the metaphors obtained were towards explaining the nature of proving

Examining the ımage of prospective teachers towards mathematicians

The aim of this study is to identify how prospective teachers see mathematicians by the pictures they visualized. In accordance with this purpose phenomenology pattern which is one of the qualitative patterns was used. The study was carried out with 160 volunteered prospective teachers. The data collection tool to be used in this study consists of four parts. The first part includes questions to determine demographic characteristics of prospective teachers, second part include drawing box prepared to define images of prospective teachers towards mathematicians and open ended questions towards describing drawing, third part includes the presented options to define the image sources towards mathematicians and the fourth part includes open-ended questions to determine famous mathematicians and reasons. The images of mathematicians were analyzed by the content analyses method. When the findings of this study are examined it might be concluded that the thought of prospective teachers towards mathematicians are positive. it was determined that the prospective teachers generally perceived mathematician as with glasses, groomed, tall, spilled hairy, apronous, suited, smiling, bellied and scattered haired. When famous mathematicians are examined according to program differences, it is very important that the majority of the mathematicians on the tablature are shown by the mathematics teacher candidates and that one-third of the class teacher candidates do not recognize any famous mathematicians. It is believed that the results from at the end of the study will be helpful to training of classroom and mathematics teache