Pre-Service Middle School Mathematics Teachers' Understanding of Students' Knowledge: Location of Decimal Numbers on a Number Line

Date

2016-01-01

Author

GİRİT, DİLEK
Akyüz, Didem

Metadata

Show full item record

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

Item Usage Stats

172
views

0
downloads

Studies reveal that students as well as teachers have difficulties in understanding and learning of decimals. The purpose of this study is to investigate students' as well as pre-service teachers' solution strategies when solving a question that involves an estimation task for the value of a decimal number on the number line. We also examined the pre-service teachers' anticipation of students' misconceptions and difficulties for the given task. To conduct our analysis, we conducted interviews with three 5th and three 6th grade students, and eight preservice teachers. During the interviews we asked them to solve the question and explain their solution strategies. The findings of the study indicate that students and pre-service approach this problem in different ways. However, both groups have a tendency to think of decimals successively and indicate precise answers rather than specifying a range of possible values. We also observed the preservice teachers could only partially anticipate the misconceptions and difficulties faced by the students.

Subject Keywords

Middle school, Pre-service teachers, Density, Location of decimals

URI

https://hdl.handle.net/11511/47104

Journal

INTERNATIONAL JOURNAL OF EDUCATION IN MATHEMATICS SCIENCE AND TECHNOLOGY

DOI

https://doi.org/10.18404/ijemst.74290

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Pre-service middle school mathematics teachers’ (Mis)conceptions of definitions, classifications, and inclusion relations of quadrilaterals Baktemur, Gamze; Civak, Rukiye Ayan; Işıksal Bostan, Mine (2021-10-01) The purpose of this study is to examine pre-service middle school mathematics teachers’ (mis)conceptions related to definitions, classifications, and inclusion relations of convex quadrilaterals through a case study research design. The participants of the study were 20 pre-service middle school mathematics teachers who attended a must course, “The Methods of Teaching Mathematics” in a public university in Ankara, Turkey. Purposive sampling strategy was used to select the participants. The data were collect...
Elementary teachers' and elementary mathematics teachers' perceptions of mathematically gifted students Tütüncü, Sumeyra; Işıksal Bostan, Mine; Department of Elementary Science and Mathematics Education (2013) The purpose of this study was to examine elementary teachers’ and elementary mathematics teachers’ perceptions of mathematically gifted students in terms of teachers’ gender, year of experience and area of teaching. The data were collected from 176 elementary teachers and 90 elementary mathematics teachers from 60 state elementary schools in the center of Trabzon, in the fall semester of 2011-2012 academic year. In order to determine teachers’ perceptions of mathematical giftedness, the instrument called as...
Middle school mathematics teachers' pedagogical content knowledge in relation to statistical reasoning Gokce, Rukiye; Kazak, Sibel (2017-01-01) To investigate middle school mathematics teachers' pedagogical content knowledge (PCK) with regard to statistical reasoning, an interview protocol was developed and used with nine teachers. This paper focuses on one of the problems in this interview protocol (Basketball problem) to illustrate teachers PCK in relation to four components: big ideas, student responses, student difficulties, and instructional intervention. Our analyses showed that levels of teachers' PCK varied in each component. Teachers had d...
Middle school mathematics teachers’ perceptions of inclusion and their use of teaching strategies in basic arithmetical operations and problems Gülden, Berna; Akyüz, Didem; Department of Elementary Science and Mathematics Education (2019) The aim of this study is to examine the perceptions of middle school mathematics teachers about inclusion and their teaching strategies in basic arithmetical operations and problems. In addition, the other purpose is to investigate opinions of middle school mathematics teachers about touch point, concrete-representational-abstract (CRA) and virtual-representational-abstract (VRA) strategies. The study was carried out in the 2018-2019 academic year in a middle school in Küçükçekmece, Istanbul with six mathem...
Pre-service elementary teachers' noticing expertise of students' mathematical thinking: the case of fractions Coskun, Sumeyra Dogan; Sitrava, Reyhan Tekin; Işıksal Bostan, Mine (2021-10-01) The purpose of the study is to investigate pre-service elementary teachers' noticing expertise of students' mathematical thinking within the context of fractions. For this purpose, 32 pre-service elementary teachers were asked to examine students' answers and ways of thinking given in written excerpts related to fractions. The data was mainly analysed using the constant comparative method to identify similarities and differences in pre-service elementary teachers' answers based on the existing Professional ...

Citation Formats

D. GİRİT and D. Akyüz, “Pre-Service Middle School Mathematics Teachers’ Understanding of Students’ Knowledge: Location of Decimal Numbers on a Number Line,” INTERNATIONAL JOURNAL OF EDUCATION IN MATHEMATICS SCIENCE AND TECHNOLOGY, pp. 84–100, 2016, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/47104.