Preservice Middle School Mathematics Teachers’ Understanding of Triangle Inequality through Collective Argumentation

Date

2019-05-01

Author

UYGUN, TUĞBA
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

177
views

0
downloads

The purpose of the present study was to examine how preservice middle school mathematics teachers develop the understanding and reasoning of triangle inequality through collective argumentation. Data collection process was based on whole class and peer group discussions and written documents. The data including the transcriptions of the discussion processes with the written documents were analyzed by using Toulmin’s model of argumentation. Through this collective argumentation process, they attained the knowledge and understanding of triangle inequality by suggesting and challenging their geometrical ideas about the concept and they developed and constructed their knowledge and understanding of this concept. It was found that the participants improved their knowledge and understanding of triangle inequality by argumentation through criticizing their mathematical ideas.

Subject Keywords

Argumentation, Preservice middle school mathematics teachers, Social learning, Argümantasyon, Ortaokul matematik öğretmen adayı, Sosyal öğrenme ortamı, Üçgen eşitsizliği

URI

https://hdl.handle.net/11511/56497

Journal

İnönü Üniversitesi Eğitim Fakültesi Dergisi

DOI

https://doi.org/10.17679/inuefd.333720

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Preservice Middle School Mathematics Teachers’ Knowledge about Students’ Mathematical Thinking Related to Perimeter and Area Güner, Pınar; Akyüz, Didem (2017-10-01) The purpose of the current study is to examine preservice middle school mathematics teachers’ knowledge about students’ mathematical thinking related to perimeter and area and determine the consistency between this knowledge and students’ actual mathematical thinking. Case study, one of the qualitative research designs, was used to gain an in-depth understanding of the situation. The study was conducted with four senior preservice middle school mathematics teachers who enrolled in the program of elementary ...
PRESERVICE TEACHERS' KNOWLEDGE OF STUDENTS' COGNITIVE PROCESSES ABOUT THE DIVISION OF FRACTIONS Işıksal Bostan, Mine; Çakıroğlu, Erdinç (2008-01-01) The purpose of this study was to examine preservice mathematics teachers' knowledge about common (mis)conceptions and difficulties of elementary students. In addition, it Was aimed to investigate preservice teachers' knowledge about the possible sources of these misconception/difficulties, and their suggested strategies to overcome those difficulties. Data was collected from senior preservice elementary mathematics teachers enrolled in a teacher education program at a public university at the end of the spr...
PRE-SERVICE MATHEMATICS TEACHERS’ TECHNOLOGYENHANCED COLLECTIVE ARGUMENTATION Kol, Murat; Çakıroğlu, Erdinç; Department of Secondary Science and Mathematics Education (2022-9-02) This study aims to investigate the nature of pre-service mathematics teachers’ collective mathematical argumentation processes in a technology-enriched learning environment. This design-based study designed a course to improve pre-service mathematics teachers’ technology competencies. In this context, pre-service teachers’ mathematical argumentation processes were evaluated with data obtained during a semester. The data presented in this study were obtained from 10 pre-service teachers who enrolled in the ...
Preservice primary teachers’ mental computation strategies in structurally-related addition and subtraction problems Çelikkol, Ecem; Sevinç, Şerife; Department of Mathematics Education (2022-12-15) The purpose of this study is to analyze mental computation strategies used by preservice primary teachers while solving addition and subtraction problems that are related in terms of the part-part-whole structure. The data were gathered from 86 preservice primary teachers studying at a state university in Turkiye. In this single-case embedded design, a set of structurally-related two-digit addition and subtraction problems were implemented with semi-structured clinical interviews. The participants were give...
An investigation of pre service mathematics teachers views and reflections about elementary mathematics classes instructional issues Doğan Coşkun, Sümeyra; Işıksal Bostan, Mine; Koç, Yusuf (2013-01-01) The purpose of this study was to investigate the nature of changes in pre-service mathematics teachers’ views and reflections about instructional issues in elementary mathematics classes as they progress in teacher education program. For this aim, 19 preservice mathematics teachers, making their observations in their cooperating schools for 3 months, wrote and submitted their reports. The reports were analyzed via content analysis. The results indicated that although there was commonality in the views and r...

Citation Formats

T. UYGUN and D. Akyüz, “Preservice Middle School Mathematics Teachers’ Understanding of Triangle Inequality through Collective Argumentation,” İnönü Üniversitesi Eğitim Fakültesi Dergisi, pp. 27–41, 2019, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/56497.