Preservice teachers conceptions of algebra and knowledge of student thinking

Date

2013-07-28

Author

İşler Baykal, Işıl

Metadata

Show full item record

Item Usage Stats

54
views

0
downloads

URI

https://hdl.handle.net/11511/76183

Collections

Unverified, Conference / Seminar

Suggestions

OpenMETU
Core

Preservice Teachers Understanding of Continuity Coşkun, Şirin; Akyüz, Didem (2010-01-30)
Preservice Elementary Teachers Conception of Multiplication on Whole Numbers Uygun, Tuğba; Akyüz, Didem (null; 2014-10-29)
Preservice middle school mathematics teachers conceptions of proof Dilberoğlu, Merve; Kaplan Can, Gözde (null; 2015-11-05) Developing students’ understanding of proof has become an important task of mathematics educators (Hanna & de Villiers, 2008). Teachers’ competence in creating opportunities for their students and enhancing their experiences with proof is considerably affected by their own conceptions of proof (Knuth, 1999). Therefore, this study investigated junior preservice middle school mathematics teachers’ (PST) conceptions of proof through their responses on a written task where conceptions of proof referred to conce...
Preservice teachers’ use of representations and visual-spatial abilities in problem solving Olgun, Beyza (null; 2017-09-02) This study aimed to investigate preservice teachers’ use of representations, visual-spatial abilities, and their relationships with word problem solving performances. The sample of the study consisted of 113 preservice mathematics teachers in a private and four public universities. The results showed that there was no significant relationship between problem solving performance and visual-spatial abilities. Preservice teachers’ visual-spatial abilities only had a weak relationship with use of schematic repr...
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...

Citation Formats

I. İşler Baykal, “Preservice teachers conceptions of algebra and knowledge of student thinking,” 2013, vol. 5, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/76183.