scholarly journals Investigation of Nonverbal Proof Skills of Preservice Mathematics Teachers’: A Case Study

2019 ◽  
Vol 9 (1) ◽  
pp. 21-39
Author(s):  
Handan DEMİRCİOĞLU
Keyword(s):  
Mathematics Teachers ◽  
Preservice Mathematics Teachers

scholarly journals Preservice mathematics teachers’ competencies in the process of transformation between representations for the concept of limit: A qualitative study

2020 ◽  
Vol 10 (4) ◽  
pp. 1037-1066
Author(s):  
Okan Kuzu
Keyword(s):  
Content Knowledge ◽  
Mathematics Teachers ◽  
Transformation Process ◽  
State University ◽  
Verbal Representation ◽  
Limit Problems ◽  
Verbal Data ◽  
Preservice Mathematics Teachers ◽  
Central Turkey

In this study, external representations and the problems encountered related transformation process between representations towards limit concept were investigated. "Limit Representation Conversion Test" was administered to 41 preservice mathematics teachers studying at a state university in central Turkey during 2018–2019 academic years. In this study, which was designed with the case study model, which is one of the qualitative research models, the data were analyzed by content analysis. Unstructured interviews were made with preservice mathematics teachers whose explanations were insufficient or differed and the problems encountered were determined. It was observed that preservice mathematics teachers had most difficulties in the verbal representation type questions. It was revealed that preservice mathematics teachers who gave the wrong answers mostly had deficiencies in the concept and the process and could not fully understand the limit problems. It was determined that preservice mathematics teachers had difficulties in knowing the concept of limit point, determining the function and interpreting verbal data. It was seen that preservice mathematics teachers who proceeded towards the concept and process answered wrong due to mathematical operations errors and carelessness. When the wrong answers were examined, it was observed that errors were gathered under the themes "lack of content knowledge" and "lack of reading comprehension" for verbal type input; under the theme "carelessness" for graphical type input; under the theme "lack of content knowledge" for algebraic and numerical type input.

scholarly journals Reasoning under uncertainty within the context of probability education: A case study of preservice mathematics teachers

Pythagoras ◽  
2021 ◽  
Vol 42 (1) ◽  
Author(s):  
Samah G.A. Elbehary
Keyword(s):  
Mathematics Teachers ◽  
Prior Probability ◽  
Probabilistic Reasoning ◽  
Cognitive Activity ◽  
Reasoning Under Uncertainty ◽  
Case Study Design ◽  
Multiple Case ◽  
Preservice Mathematics Teachers ◽  
Purposive Sample

Interpreting phenomena under uncertainty stands as a substantial cognitive activity in our daily life. Furthermore, in probability education research, there is a need for developing a unified model that involves several probabilistic conceptions. From this aspect, a central inquiry has been raised through this study: how do preservice mathematics teachers (PSMTs) reason under uncertainty? A multiple case study design was operated in which a purposive sample of PSMTs was selected to justify their reasoning in two probabilistic contexts while their responses were coded by NVivo, and corresponding categories were developed. As a result, PSMTs’ probabilistic reasoning was classified into mathematical (M), subjective (S), and outcome-oriented (O). Besides, several biases emerged along with these modes of reasoning. While M thinkers shared equiprobability and insensitivity to prior probability, the prediction bias and the belief of Allah’s willingness were yielded among S thinkers. Also, the causal conception spread among O thinkers.

Characterising lesson planning: a case study with mathematics teachers

2018 ◽  
Vol 31 (3) ◽  
pp. 260-278
Author(s):  
María José González ◽  
Pedro Gómez ◽  
Andrés Pinzón
Keyword(s):  
Mathematics Teachers ◽  
Lesson Planning

scholarly journals Comparison of prospective mathematics teachers’ problem posing abilities in paper-pencil test and on dynamic geometry environment in terms of creativity

2020 ◽  
Vol 9 (3) ◽  
pp. 243
Author(s):  
MEHMET FATIH ÖÇAL ◽  
TUĞRUL KAR ◽  
GÜRSEL GÜLER ◽  
ALI SABRI İPEK
Keyword(s):  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Creative Thinking ◽  
Dynamic Geometry ◽  
Thinking Skills ◽  
Problem Posing ◽  
Dynamic Geometry Environment ◽  
Mathematical Concepts ◽  
Prospective Mathematics Teachers

This study aims to investigate the similarities and differences between prospective mathematics teachers’ creative thinking skills in paper-pencil test and on a Geogebra-supported environment in terms of problem-posing. This case study used purposive sampling method for determining the participants. Findings revealed that the activities carried out in the GeoGebra-supported environment were insufficient to produce creative problems, and GeoGebra’s main utility to prospective teachers was in identifying their mistakes related to mathematical concepts and discrepancies among numerical values of the problems posed. The reasons for the low achievement in posing problem were discussed: These were; (i) lack of problem-posing experience, (ii) the structure of problem-posing activity, and (iii) prospective teachers’ mathematical content knowledge.

scholarly journals ICT Integration in Developing Competence for Pre- Service Mathematics Teachers: A Case Study from Six Universities in Vietnam

2020 ◽  
Vol 15 (14) ◽  
pp. 19
Author(s):  
Trung Tran ◽  
Hung Anh Phan ◽  
Hong Van Le ◽  
Hung Thanh Nguyen
Keyword(s):  
Mathematics Teachers ◽  
Ministry Of Education ◽  
Ict Integration ◽  
Ict Skills ◽  
Educational Levels ◽  
Future Studies ◽  
Competence Structure ◽  
Teaching Learning ◽  
And Training

Competence structure that pre-service teachers need to develop to become a future teachers has been defined since the 1930s. For pre-service mathematics teachers, their competence has its own characteristics. ICT integration in developing competence for pre-service mathematics teachers has been been proved to be effective in many previous studies. In Vietnam, the Ministry of Education and Training (MOET) has recommended the use of ICT to enhance teaching-learning activities in schools and universities, therefore, there have been many studies on ICT intergration at different educational levels. However, there are only a few studies on the use ICT integration in developing competence for pre-service mathematics teachers. This paper presents results from a research on the feasibility of ICT integration in developing competence of Vietnamese pre-service mathematics teachers. The research was conducted by surveying on a randomly selected of 297 pre-service mathematics teachers and 40 mathematics lecturers in six universities which provide mathematics training programs. Results show that despite of the availability of technologies, ICT integration in training pre-service teachers is still limited. In addition, ICT integration in teaching activities of mathematics teachers is not really effective because the levels of their ICT skills are very different. Pre-service mathematics teachers have the ability to use ICT equipment, and good accessibility to learning systems, but their use of the learning management systems (LMS) is limited. This study can be a reference for future studies to test the effective of ICT integration in training pre-service teachers when designing activities to develop feasibly and effectively their competence.

Sign in / Sign up

Export Citation Format

Share Document