Investigating the characteristics of algebra tasks generated by preservice mathematics teachers

Download

TWG21_08_Kaplan-Can.pdf

Date

2022-02-22

Author

Kaplan Can, Gözde
İşler Baykal, Işıl
Kabar, Makbule Gözde Didiş
Çakıroğlu, Erdinç

Metadata

Show full item record

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

Item Usage Stats

83
views

18
downloads

This study was conducted to investigate the characteristics of algebra tasks that middle school preservice mathematics teachers developed at the end of a three-week training related to examining and categorizing algebra items in the previous high school entrance examinations (2018-2020). Twenty-nine third-year middle school preservice mathematics teachers participated in the study. The data of the study included 12 algebra tasks generated by preservice teachers at the end of the training and their characteristics. Findings showed that preservice teachers were able to develop cognitively demanding algebra tasks. Most of the tasks aimed to assess students’ knowledge in geometry and measurement learning areas besides algebra. Lastly, most of the tasks were related to manipulating symbols, while four tasks focused on modeling problems using equations or algebraic expressions.

URI

https://hal.science/hal-03753430v1/document
https://hdl.handle.net/11511/102270

Conference Name

Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)

Collections

Department of Mathematics and Science Education, Conference / Seminar

Suggestions

OpenMETU
Core

Investigating the use of technology on pre-service elementary mathematics teachers' plane geometry problem solving strategies Koyuncu, İlhan; Akyüz, Didem; Çakıroğlu, Erdinç; Department of Elementary Science and Mathematics Education (2013) The purpose of this study was to investigate plane geometry problem solving strategies of pre-service elementary mathematics teachers in technology and paper-and-pencil environments after receiving an instruction with GeoGebra. Qualitative research strategies were used to investigate teacher candidates‘ solution strategies. The data was collected and analyzed by means of a multiple case study design. The study was carried out with 7 pre-service elementary mathematics teachers. The main data sources were cla...
Investigating middle school mathematics teachers‟ mathematical knowledge for teaching algebra: a multiple case study Girit, Dilek; Akyüz, Didem; Department of Elementary Education (2016) The aim of this study was to examine middle school mathematics teachers’ mathematical knowledge for teaching generalization of patterns and operations with algebraic expressions in planning and implementing processes. Data were collected from two middle school mathematics teachers who worked in the same public school throughout the instruction of algebra unit at 7th grade. In data collection process, lesson plans prepared by the teachers, pre-observation interviews, observations, field notes, and post-obser...
Investigating Sources of Pre Service Teachers Self Efficacy For Preparing And Implementing Mathematical Tasks YÜREKLİ, BİLGE; Işıksal Bostan, Mine; Çakıroğlu, Erdinç (2015-02-04) The goal of this study was to understand pre-service teachers' self-efficacy beliefs for preparing and implementing mathematical tasks and to explore which sources of self-efficacy they wighted and interpreted when judging their capabilities as a result of attending a mathematics teaching methods course designed with a focus on mathematics teaching through tasks. Nine pre-service teachers participated in this study and they were interviewed at the end of the methods course. Findings revealed that methods co...
Investigation of pre-service elementary mathematics teachers’ self-efficacy beliefs about using concrete models in teaching mathematics Pişkin, Mutlu; Çakıroğlu, Erdinç; Bulut, Safure; Department of Educational Sciences (2010) The main purpose of the study was to investigate pre-service elementary mathematics teachers’ personal efficacy beliefs and outcome expectancies about using concrete models in teaching mathematics. Data were collected from the pre-service teachers in the middle of the spring semester of 2008-2009. Pre-service teachers were junior students enrolled in elementary mathematics teaching program at a public university. Six instructional sessions based on using concrete models in teaching mathematics were carried ...
Investigation of the effects of problem solving instruction on fifth grade students’ mathematical problem solving performance Kanar, Özge; Bulut, Safure; Department of Mathematics Education (2022-2-04) The primary purpose of the current study was to investigate the effects of problem solving instruction on 5th grade students’ mathematical problem solving performance across the three time periods. Also, the other aim of the study was to examine the relationship between 5th grade students’ mathematical problem solving performance scores of Well-Structured Problem Solving Tests (WSPST) and Ill-Structured Problem Solving Tests (ISPST) after the problem solving instruction. In addition to that, exploring s...

Citation Formats

G. Kaplan Can, I. İşler Baykal, M. G. D. Kabar, and E. Çakıroğlu, “Investigating the characteristics of algebra tasks generated by preservice mathematics teachers,” presented at the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Bolzano, İtalya, 2022, Accessed: 00, 2023. [Online]. Available: https://hal.science/hal-03753430v1/document.