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
PRE-SERVICE TEACHER-GENERATED ANALOGIES FOR FUNCTION CONCEPTS
Date
2009-02-01
Author
Ubuz, Behiye
Aydin, Utkun
BAYAZIT, Ibrahim
Metadata
Show full item record
This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
.
Item Usage Stats
119
views
0
downloads
Cite This
The purpose of the present study was to determine pre-service teacher-generated analogies in teaching function concepts and then to discuss them in terms of the content validity - whether analogies used are epistemologically appropriate to illustrate the essence and the properties of the functions as well as the structural relations between the analogues and the targeted concepts. The videotaped data of five pre-service teachers' were collected from their microteaching during "Practice Teaching in Secondary Education" course. Results revealed that pre-service teachers did not consider too much on their analogical models. So they generally failed to make effective transformations between the analogies and the target concepts.
Subject Keywords
Function
,
Analogy
,
Pre-service teacher
,
Content validity
,
Teacher training
URI
https://hdl.handle.net/11511/53074
Conference Name
6th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME)
Collections
Department of Mathematics and Science Education, Conference / Seminar
Suggestions
OpenMETU
Core
Pre-service middle school mathematics teachers’ understanding of quadrilaterals through the definitions and their relationships
Öztoprakçı, Seçil; Çakıroğlu, Erdinç; Department of Elementary Education (2014)
The purpose of this study was to examine pre-service mathematics teachers’ cognitive progress in constructing and evaluating quadrilateral definitions and the corresponding quadrilateral hierarchies under the support of the Geometer’s Sketchpad learning activities. The study employed qualitative case study design of which data was collected from 5 pre-service middle school mathematics teachers during the spring semester of 2010-2011. The main data came from one-to-one clinical interview sessions assisted wi...
Pre-service elementary mathematics teachers’ understanding of derivative through a model development unit
Kertil, Mahmut; Erbaş, Ayhan Kürşat; Department of Secondary Science and Mathematics Education (2014)
The purpose of this study was to investigate pre-service mathematics teachers’ understanding of ‘big ideas’ involved in derivative such as covariational reasoning, rate of change, and the graphical connections between a function and its derivative. In this design-based study, a model development unit was designed, experimented, and evaluated in a real classroom setting as a part of a course offered to pre-service mathematics teachers in two iterations. The data were collected from the 20 pre-service mathema...
Pre-service science teachers perceptions and practices related to history of science instructions
Hacıeminoğlu, Esme; Ertepınar, Hamide; Yılmaz Tüzün, Özgül (2012-01-01)
The purposes of this study were to describe pre-service science teachers’(PTs) perceptions and practices about using history of science(HOS) in their instructions and their experiences as in-service teachers(ITs) and to determine the relationship between PTs perceptions and practices about using HOS in their classrooms. The HOS Instructional Survey was administered to 68 PTs in two different universities in Turkey. After these students had graduated, some questions were asked about their views about practic...
Öğrenme rotaları temelli öğretimde öğretmen adaylarının matematiksel alan bilgilerini yeniden yapılandırmaları
Yılmaz, Zuhal; Haser, Çiğdem (2018-01-01)
Çalışmanın amacı sınıf öğretmeni adaylarının eşpaylaşım konusu ile ilgili matematiksel alan bilgilerini (MAB) öğrenme rotaları temelli bir öğretim ortamında nasıl yeniden yapılandırdıklarını incelemektir. Bu bağlamda dokuz öğretmen adayı ile bir öğretim deneyi eşpaylaşım öğrenme rotası kullanılarak gerçekleştirilmiştir. Çalışmanın bulguları, adayların mevcut kavram yanılgı ve hatalarını düzelttiklerini ve bu yanılgı ve hataların altında yatan sebepleri açığa çıkardıklarını ortaya koymaktadır. Aynı zamanda, ...
Pre-service middle school mathematics teachers' interpretation of logical equivalence in proof by contrapositive
DEMİRAY, ESRA; Işıksal Bostan, Mine (2017-01-01)
The purposes of this study are to investigate pre-service middle school mathematics teachers' interpretations of logical equivalence in proof by contrapositive and the reasons for their incorrect interpretations. Data analysis indicated that pre-service middle school mathematics teachers were considerably unsuccessful in interpreting logical equivalence of statements. Lack of knowledge related to indirect proof methods, accepting a true statement as false, suggesting to apply direct proof instead of selecti...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
B. Ubuz, U. Aydin, and I. BAYAZIT, “PRE-SERVICE TEACHER-GENERATED ANALOGIES FOR FUNCTION CONCEPTS,” presented at the 6th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME), Lyon, Fransa, 2009, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/53074.
