Prospective Middle School Mathematics Teachers' Covariational Reasoning for Interpreting Dynamic Events During Peer Interactions

Date

2017-01-01

Author

Yemen-Karpuzcu, Secil
Ulusoy, Fadime
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

234
views

0
downloads

This study investigated the covariational reasoning abilities of prospective middle school mathematics teachers in a task about dynamic functional events involving two simultaneously changing quantities in an individual process and also in a peer interaction process. The focus was the ways in which prospective teachers' covariational reasoning abilities re-emerge in the peer interaction process in excess of their covariational reasoning. The data sources were taken from the individual written responses of prospective teachers, transcripts of individual comments, and transcripts of conversations in pairs. The data were analyzed for prospective teachers in terms of the cognitive and interactive aspects of individual behavior and also interaction. The findings revealed that prospective teachers at different levels working in pairs benefited from the process in terms of developing an awareness of their own individual and also a pair's understanding of covarying quantities. Furthermore, the prospective teachers had opportunities to develop their knowledge on the connection between variables, rate of change, and slope. The prospective teachers' work in pairs provided salient explanations for their reasoning about the task superior to their individual responses.

Subject Keywords

Covariational reasoning, Dynamic functional events, Peer learning

URI

https://hdl.handle.net/11511/41211

Journal

INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION

DOI

https://doi.org/10.1007/s10763-015-9668-8

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Developing prospective teachers’ covariational reasoning through a model development sequence Kertil, Mahmut; Erbaş, Ayhan Kürşat; Çetinkaya, Bülent (Informa UK Limited, 2019-2-8) Forming part of a wider research study, the current study investigated prospective middle school mathematics teachers' ways of covariational reasoning on tasks involving simultaneously changing quantities. As the introductory theme of a larger unit on derivative, a model development sequence on covariational reasoning was designed and experimented with 20 participants in a mathematical modeling course offered to prospective teachers. The participants' developing abilities of covariational reasoning were doc...
CLASSROOM MATHEMATICAL PRACTICES OF THE SEVENTH GRADERS ABOUT RATIO AND PROPORTION CONCEPTS Sözen Özdoğan, Sinem; Akyüz, Didem; Stephan, Michelle; Department of Elementary Education (2023-2-22) The purpose of this study is to examine the Classroom Mathematical Practices (CMPs) of seventh-grade students with regard to ratio and proportion concepts through the implementation of a specific instructional sequence. The study was conducted using an educational design research methodology and was based on the Classroom Hypothetical Learning Trajectory and related instructional sequence developed by Stephan et al. (2015). The instructional sequence was mainly carried out by an experienced middle-grade mat...
Students understanding of limit concept: an apos perspective Çetin, İbrahim; Özden, Yaşar; Department of Computer Education and Instructional Technology (2009) The main purposes of this study is to investigate first year calculus students’ understanding of formal limit concept and change in their understanding after limit instruction designed by the researcher based on APOS theory. The case study method was utilized to explore the research questions. The participants of the study were 25 students attending first year calculus course in Middle East Technical University in Turkey. Students attended five weeks instruction depending on APOS theory in the fall semester...
Mode-method interaction: the effects of inquıry vs. expository and blended vs. face-to-face instruction on 9th grade students’ achievement in, scıence process skills in and attitudes towards physics Çetin, Ali; Özdemir, Ömer Faruk; Department of Secondary Science and Mathematics Education (2013) The purpose of this study is to find out the main effects of instructional modes (blended and face-to-face), teaching methods (inquiry and expository) and the interaction effects between them on 9th grade students’ physics achievements, science process skills, and attitudes towards physics. To achieve this purpose, 2x2 factorial design with four treatment groups were constructed, blended inquiry (W-INQU), blended expository(W-EXPO), face-to-face inquiry (INQU), and face-to-face expository (EXPO). Two web en...
Prospective Teachers' Noticing with respect to the Student Roles underlined in the Elementary Mathematics Program: Use of VideoCases Osmanoğlu, Aslıhan; Işıksal Bostan, Mine; Koç, Yusuf (2012-07-01) The purpose of this qualitative case study was to examine what prospective mathematics teachers noticed with respect to the student roles underlined in the elementary mathematics program when video-case based pedagogy was employed in teacher education. The theoretical framework employed in this study was Learning to Notice framework developed by van Es and Sherin (2002). The data was collected through reflection papers and interviews from 15 senior prospective teachers enrolled at a large state university. ...

Citation Formats

S. Yemen-Karpuzcu, F. Ulusoy, and M. Işıksal Bostan, “Prospective Middle School Mathematics Teachers’ Covariational Reasoning for Interpreting Dynamic Events During Peer Interactions,” INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION, pp. 89–108, 2017, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/41211.