The role of definitions on classification of solids including (non)prototype examples: The case of cylinder and prism

2017-01-01
The purpose of this study is to investigate prospective middle school mathematics teachers' (PMTs) formal definitions regarding cylinder and prism and the role of these definitions on their classifications of solids involving (non) prototype examples. Data were collected through questionnaire and interview protocol from three PMTs who were 3rd year students in one of the teacher education programs in Turkey. Data analysis revealed that PMTs mostly used inappropriate terminology in defining cylinder and prism. Despite their inappropriate definitions, one PMT could classify cylinders and non-cylinders among the groups of solids correctly. PMTs who could not classify cylinders correctly made incorrect inclusions regarding the cylinders and prisms.

Suggestions

An investigation of prospective middle school mathematics teachers' argumentation, proof, and geometric construction processes in the context of cognitive unity
Demiray, Esr; Işıksal Bostan, Mine; Department of Elementary Education (2019)
The first purpose of this study is to investigate how prospective middle school mathematics teachers’ argumentation process while producing conjectures in the cognitive unity based activities relates to the proving process of conjectures they produced. The second purpose is to examine the global argumentation structures emerged while producing conjectures, the components of argumentation, and the functions of the rebuttal component. The third purpose is to investigate the approaches offered to perform geome...
An Investigation of prospective elementary mathematics teachers' probabilistic misconceptions and reasons underlying these misconceptions
İlgün, Münevver; Işıksal Bostan, Mine; Department of Elementary Science and Mathematics Education (2013)
The purpose of this study was to determine performance of prospective elementary mathematics teachers on answering the items handling the probabilistic misconceptions. The other aim was to investigate the underlying reasons behind these misconceptions of prospective elementary mathematics teachers. To address these aims, qualitative approach was performed. The sample of this study was obtained through convenience sampling. Data were gathered during 2011-2012 spring semester by administering Probability Misc...
An Investigation into middle school mathematics teachers‟ subject matter knowledge and pedagogical content knowledge regarding the volume of 3D solids
Tekin Sitrava, Reyhan; Işıksal Bostan, Mine; Department of Elementary Education (2014)
The purpose of this study was to examine middle school mathematics teachers' subject matter knowledge and pedagogical content knowledge of the volume of 3D solids. In order to achieve the purpose of the study, four middle school teachers working in public schools in Ankara participated in the study. To get deep and rich answers to research questions asked, qualitative methodology was used.Participants were selected through purposeful sampling. Data was gathered via questionnaire, semi-structured interviews,...
What do prospective mathematics teachers mean by “definitions can be proved”?
Dilberoğlu, Merve; Çakıroğlu, Erdinç (null; 2019-12-06)
The research reported here is part of an ongoing study3 in which prospective middle school mathematics teachers’ conceptions of definition are investigated through their responses to semistructured interview questions about defining quadrilaterals. Here we present findings from their responses to a subset of the interview questions, with the purpose of understanding what they mean by the expression “definitions can be proved”- an expression commonly referenced, and considered as erroneous in the research li...
Use of learning trajectories based instruction to restructure pre-service elementary teachers’ mathematical content and student knowledge
Yılmaz, Zuhal; Haser, Çiğdem; Department of Elementary Education (2015)
The purpose of this study was to explore elementary pre-service teachers’ (PTs) mathematical content knowledge (MCK) and student knowledge (SK) restructuring practices for equipartitioning related mathematical ideas. Nine senior PTs from a private university located southeastern part of the Turkey were voluntarily participated to Learning Trajectories Based Instruction (LTBI) teaching experiment. Classroom video data, written works of PTs, pre-post tests and field notes were the main sources of the data col...
Citation Formats
M. Işıksal Bostan, “The role of definitions on classification of solids including (non)prototype examples: The case of cylinder and prism,” presented at the 10th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME), Dublin, IRELAND, 2017, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/54795.