An investigation of preservice mathematics teachers' teaching processes about "procedural and conceptual knowledge" related to division with fractions

In this study, the changes in the behaviors of elementary mathematics teacher candidates towards teaching “Procedural and Conceptual Knowledge” related to division with fractions were investigated during a three-tier teaching experiment. Six preservice teachers participated in the study. In addition, in the first cycle, 26 students participated in the study, and 26 students participated in the second cycle. The data of the study consists of camera recordings, interviews, lesson plans prepared by preservice teachers and pictures of student notebooks. Themes, categories, and some criteria were generated from the data. The presentation of the findings was supported by the data collected from these various sources, and the triangulation method was used to validate findings. As a result of the study, we observed a decrement in the amount of time that preservice teachers used for rule based teaching and an increment in the amount of time for teaching meaningful mathematics.In this study, the changes in the behaviors of elementary mathematics teacher candidates towards teaching “Procedural and Conceptual Knowledge” related to division with fractions were investigated during a three-tier teaching experiment. Six preservice teachers participated in the study. In addition, in the first cycle, 26 students participated in the study, and 26 students participated in the second cycle. The data of the study consists of camera recordings, interviews, lesson plans prepared by preservice teachers and pictures of student notebooks. Themes, categories, and some criteria were generated from the data. The presentation of the findings was supported by the data collected from these various sources, and the triangulation method was used to validate findings. As a result of the study, we observed a decrement in the amount of time that preservice teachers used for rule based teaching and an increment in the amount of time for teaching meaningful mathematics

Oscillation of functional differential equations

Ph.D. - Doctoral Progra

Oscillation of nonlinear elliptic inequalities with p(x)-Laplacian

Sufficient conditions are obtained for the oscillation of solutions of half-linear and super-half-linear elliptic inequalities with p(x)-Laplacian. The results obtained are new even for the one-dimensional case

Investigation on how pre-service elementary mathematics teachers write and use mathematical definitions

The aim of the study was to determine whether pre-service elementary mathematics teachers could write and use mathematical definitions. For this reason, the question sheet containing two questions, was given to 76 pre-service teachers in a public university who was taking general mathematics course. Qualitative research method was used during data analysing. According to the answers given by them, five themes for the first and six themes for the second question were classified. In order to reach detailed results, semi- structured interviews were conducted with one pre-service teacher for each theme. Findings showed that they had difficulties in writing a formal definition assumed to be known and in using a given definition assumed to be not known of a mathematical concept

Investigation on How Pre-service Elementary Mathematics Teachers Write and Use Mathematical Definitions

The aim of the study was to determine whether pre-service elementary mathematics teachers could write and use mathematical definitions. For this reason, the question sheet containing two questions, was given to 76 pre-service teachers in a public university who was taking general mathematics course. Qualitative research method was used during data analysing. According to the answers given by them, five themes for the first and six themes for the second question were classified. In order to reach detailed results, semi- structured interviews were conducted with one pre-service teacher for each theme. Findings showed that they had difficulties in writing a formal definition assumed to be known and in using a given definition assumed to be not known of a mathematical concept

Investigation on how pre-service elementary mathematics teachers write and use mathematical definitions

The aim of the study was to determine whether pre-service elementary mathematics teachers could write and use mathematical definitions. For this reason, the question sheet containing two questions, was given to 76 pre-service teachers in a public university who was taking general mathematics course. Qualitative research method was used during data analysing. According to the answers given by them, five themes for the first and six themes for the second question were classified. In order to reach detailed results, semi- structured interviews were conducted with one pre-service teacher for each theme. Findings showed that they had difficulties in writing a formal definition assumed to be known and in using a given definition assumed to be not known of a mathematical concept

A Study on Teaching Proof to 7Th Grade Students

This study has been prepared with the purpose to investigate proof teaching on early grades. The purpose of this study is to investigate proof on 7th grades and 7th grade students' performance on proof. Data have been obtained during lessons focused on proof teaching by video recording. At the end of the research it is seen that proof can be adapted to this elementary grade and students could prove depending on their mathematical knowledge, their abstraction capacity, and their algebra knowledge. (C) 2013 The Authors Published by Elsevier Ltd.Wo