Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
Supporting the development of preservice teachers' mathematical connection skills in a teacher education programme
Date
2023-01-01
Author
Disbudak-Kuru, Ozge
Işıksal Bostan, Mine
Metadata
Show full item record
This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
.
Item Usage Stats
220
views
0
downloads
Cite This
This paper aims to examine the extent to which pre-service teachers' mathematical connection skills were promoted through the course designed within the scope of pedagogies of practice (Grossman et al. [2009]. Teaching practice: A cross-professional perspective. Teachers College Record, 111(9), 2055-2100. https://doi.org/10.1177/016146810911100905) in the teacher education programme. Data were collected in a course that was designed to develop pre-service mathematics teachers' (PSTs) mathematical connections skills through a classroom teaching experiment with individual contributions to the whole class learning process. Thirty-six PSTs who were enrolled in the course participated in the present study. Initial and revised lesson plans were used as primary data collection instruments. In the most general sense, the findings demonstrated that most of the PSTs improved their mathematical connection skills during the course. The results of the current study provide insight into how the courses in undergraduate education should be implemented to give PSTs opportunities to develop their mathematical connection skills.
Subject Keywords
Mathematical connection
,
preservice teachers
,
teacher education
,
pedagogies of practice
,
KNOWLEDGE
,
STUDENTS
,
TASKS
URI
https://hdl.handle.net/11511/102405
Journal
INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY
DOI
https://doi.org/10.1080/0020739x.2022.2158381
Collections
Department of Elementary Education, Article
Suggestions
OpenMETU
Core
Technological pedagogical content knowledge (tpack) development of preservice middle school mathematics teachers in statistics teaching: a microteaching lesson study
Kurt, Gamze; Çakıroğlu, Erdinç; Department of Elementary Education (2016)
The current study examined the development of technological pedagogical content knowledge (TPACK) of preservice mathematics teachers in statistics teaching with virtual manipulatives in the context of a microteaching lesson study (MLS). Since “technology integration is described by how and why it is used rather its amount or type”, integrating technology into education necessitates investigation of instructional uses of digital tools and resources (Earle, 2002, p. 8). TPACK framework suggested by Koehler an...
Promoting and investigating pre-service middle school mathematics teachers' TPACK-practical development in the context of an undergraduate course
Koştur, Merve; Haser, Çiğdem; Department of Elementary Education (2018)
The purpose of the study was to enhance and investigate the technological pedagogical content knowledge-practical (TPACK-P) development of pre-service middle school mathematics teachers (PMTs) through the Technology Use in Mathematics Education (TUME) course aiming TPACK-P development in three pedagogical domains: Assessment, Planning and Design, and Enactment. TUME course was designed and implemented based on four principles driven from the TPACK and TPACK-P frameworks which were transformative approach, c...
Investigating perceptions of preservice mathematics teachers on their technological pedagogical content knowledge (TPACK) regarding geometry
Bulut, Aykut; Işıksal Bostan, Mine; Department of Elementary Science and Mathematics Education (2012)
The aim of this study is to investigate perceptions of preservice mathematics teachers’ technological pedagogical content knowledge (TPACK) regarding geometry. In addition, the purpose is to examine the relationships among the components of TPACK. Moreover, possible gender and year of enrollment differences related to preservice mathematics teachers’ technological pedagogical content knowledge dimensions are examined. This research study has been conducted with 780 preservice mathematics teachers who are en...
Implementation of Education for Sustainability in Turkish Pre-Service Teachers' Practicum
Alici, Sule; Alan, Havva Ayça (2022-01-01)
In this study, we explored early childhood education pre-service teachers' (ECEPTs') understanding and pedagogical application of education for sustainability (EfS) by critically analyzing EfS implementation during ECEPTs' practicum. The study examined the challenges and critical aspects of EfS practices in the practicum, and the relationships among mentor teachers, academic mentors, and ECEPTs. A multiple case study methodology was employed involving two purposefully distinct universities with 14 participa...
Facilitating a Sustainable Transformation of Sociomathematical Norms Through Mathematical Modeling Activities
Yenmez, Arzu Aydogan; Erbaş, Ayhan Kürşat (2022-04-01)
We investigated and compared sociomathematical norms in secondary mathematics teachers' classrooms before and after using mathematical modeling activities. Participants were four secondary mathematics teachers. The data included 104 h of videotaped classroom observations and teacher interviews. The data analysis revealed notable changes in sociomathematical norms in teachers' lectures not utilizing modeling activities beyond those utilizing modeling activities. The results implied that teachers and students...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
O. Disbudak-Kuru and M. Işıksal Bostan, “Supporting the development of preservice teachers’ mathematical connection skills in a teacher education programme,”
INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY
, pp. 0–0, 2023, Accessed: 00, 2023. [Online]. Available: https://hdl.handle.net/11511/102405.