Preservice primary teachers’ mental computation strategies in structurally-related addition and subtraction problems

Download

Thesis_Ecem Celikkol.pdf

Date

2022-12-15

Author

Çelikkol, Ecem

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

203
views

196
downloads

The purpose of this study is to analyze mental computation strategies used by preservice primary teachers while solving addition and subtraction problems that are related in terms of the part-part-whole structure. The data were gathered from 86 preservice primary teachers studying at a state university in Turkiye. In this single-case embedded design, a set of structurally-related two-digit addition and subtraction problems were implemented with semi-structured clinical interviews. The participants were given restricted time (5 seconds for each card) to answer the problems. After the whole set was completed, mental computation strategies were discussed in detail regarding the answers that the participants gave incorrectly and the answers they gave outside the given time. The interviews, checklists and researcher notes were used as main data source. The data was transcribed, the strategies were coded and analyzed according to the predetermined categories. The results of this study showed that preservice primary teachers do not have sufficient number sense and mental computation abilities. The participants expressed their need for paper and pen and used standard algorithm the most even though the problems contained shortcuts and were designed for using part part whole structure given in structurally-related problems. Besides the standard algorithm, benchmark, change both numbers, compensation, and part-part-whole were the other strategies that were used. On the other hand, some preservice primary teachers demonstrated unexpected strategies, and these strategies were named and described in this study. These results indicated that preservice primary teachers continue to apply algorithm related strategies and dependency on paper and pen from their early school lives. Considering that these participants will educate and guide their students in the future, it was thought vital for teacher candidates to strengthen their number sense and mental computation abilities.

Subject Keywords

Number sense, Mental computation strategies, Standard algorithm, Strategy development, Preservice primary teachers

URI

https://hdl.handle.net/11511/101201

Collections

Graduate School of Natural and Applied Sciences, Thesis

Suggestions

OpenMETU
Core

Preservice Middle School Mathematics Teachers’ Knowledge about Students’ Mathematical Thinking Related to Perimeter and Area Güner, Pınar; Akyüz, Didem (2017-10-01) The purpose of the current study is to examine preservice middle school mathematics teachers’ knowledge about students’ mathematical thinking related to perimeter and area and determine the consistency between this knowledge and students’ actual mathematical thinking. Case study, one of the qualitative research designs, was used to gain an in-depth understanding of the situation. The study was conducted with four senior preservice middle school mathematics teachers who enrolled in the program of elementary ...
Preservice Middle School Mathematics Teachers’ Understanding of Triangle Inequality through Collective Argumentation UYGUN, TUĞBA; Akyüz, Didem (2019-05-01) The purpose of the present study was to examine how preservice middle school mathematics teachers develop the understanding and reasoning of triangle inequality through collective argumentation. Data collection process was based on whole class and peer group discussions and written documents. The data including the transcriptions of the discussion processes with the written documents were analyzed by using Toulmin’s model of argumentation. Through this collective argumentation process, they attained the kno...
Preservice Mathematics Teachers’ Types of Mathematical Thinking: Use of Representations, Visual-Spatial Abilities and Problem Solving Performances Olgun, Beyza (null; 2017-02-05) The main purpose of this study was to examine preservice mathematics teachers’ types of mathematical thinking and to investigate whether there are any differences between different types of thinkers based on their problem solving performances, use of representations and visual-spatial abilities. The sample of the study consisted of 113 preservice mathematics teachers in a private and four public universities. The results showed that although problem solving performances were similar for each type of mathema...
PRESERVICE TEACHERS' KNOWLEDGE OF STUDENTS' COGNITIVE PROCESSES ABOUT THE DIVISION OF FRACTIONS Işıksal Bostan, Mine; Çakıroğlu, Erdinç (2008-01-01) The purpose of this study was to examine preservice mathematics teachers' knowledge about common (mis)conceptions and difficulties of elementary students. In addition, it Was aimed to investigate preservice teachers' knowledge about the possible sources of these misconception/difficulties, and their suggested strategies to overcome those difficulties. Data was collected from senior preservice elementary mathematics teachers enrolled in a teacher education program at a public university at the end of the spr...
Preservice mathematics teachers' types of mathematical thinking: Use of representations, visual-spatial abilities, and problem solving performances Olgun, Beyza (2017-01-01) The main purpose of this study was to examine preservice mathematics teachers' types of mathematical thinking and to investigate whether there are any differences between different types of thinkers based on their problem solving performances, use of representations and visual-spatial abilities. The sample of the study consisted of 113 preservice mathematics teachers in a private and four public universities. The results showed that although problem solving performances were similar for each type of mathema...

Citation Formats

E. Çelikkol, “Preservice primary teachers’ mental computation strategies in structurally-related addition and subtraction problems,” M.S. - Master of Science, Middle East Technical University, 2022.