Preservice teachers’ use of representations and visual-spatial abilities in problem solving

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 representations among all the variables. While most of the solutions including schematic representations were correct, more than half of the solutions involving pictorial representations were incorrect. The findings suggested that the influence of representations on performance significantly differed in terms of the types of representations and visual-spatial abilities did not have an influence on preferences for problem solving methods. Preservice teachers’ learning experiences and aims for easy and quick solutions could be more decisive in their use of representations.
17th Biennial EARLI Conference for Research on Learning and Instruction (2017)

Suggestions

Preservice Mathematics Teachers’ Types of Mathematical Thinking: Use of Representations, Visual-Spatial Abilities and Problem Solving Performances
Olgun, Beyza (null; 2017-02-05)
The main purpose of this study was to examine preservice mathematics teachers’ types of mathematical thinking and to investigate whether there are any differences between different types of thinkers based on their problem solving performances, use of representations and visual-spatial abilities. The sample of the study consisted of 113 preservice mathematics teachers in a private and four public universities. The results showed that although problem solving performances were similar for each type of mathema...
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...
Preservice mathematics teachers' types of mathematical thinking: Use of representations, visual-spatial abilities, and problem solving performances
Olgun, Beyza (2017-01-01)
The main purpose of this study was to examine preservice mathematics teachers' types of mathematical thinking and to investigate whether there are any differences between different types of thinkers based on their problem solving performances, use of representations and visual-spatial abilities. The sample of the study consisted of 113 preservice mathematics teachers in a private and four public universities. The results showed that although problem solving performances were similar for each type of mathema...
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...
PROSPECTIVE MATHEMATICS TEACHERS' MATHEMATICAL KNOWLEDGE FOR TEACHING
Işıksal Bostan, Mine (2011-07-06)
In this study we aimed to examine prospective elementary mathematics teachers' mathematical knowledge for teaching. More specifically, our aim was to understand whether the Teaching Method Course had an effect on prospective mathematics teachers' mathematical knowledge. The study was conducted with 31 prospective elementary mathematics teachers in a large public university in Ankara, Turkey in 2010-2011 fall semester. To collect data, a survey instrument including 5 open-ended questions was developed by the...
Citation Formats
B. Olgun, “ Preservice teachers’ use of representations and visual-spatial abilities in problem solving,” presented at the 17th Biennial EARLI Conference for Research on Learning and Instruction (2017), Tampere, Finland, 2017, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/83732.