Learning how to create lesson plans: first year preservice mathematics teachers’ experience in university within school model

Özkan, Betül
The aim of this study was to examine how first year preservice mathematics teachers (PSMTs) in different levels integrate feedback given by a course instructor and classmates into their lesson plans. Moreover, the study investigated how PSMTs evaluated their performance during lesson planning process. The case study design was used to get detail information about first year PSMTs’ experience in University within School Model. Seventeen freshmen preservice mathematics teachers who were enrolled in Undergraduate Programme in Mathematics Education Department at a foundation university were selected via purposive sampling method. According to third draft of lesson plans, PSMTs were categorized as high and low levels. Data was collected in the fall semester of the 2018-2019 academic year through three drafts of lesson plans, voice records of meetings with the course instructor, field notes from observations, semi-structured interviews, and survey. These data collection tools except semi-structured interviews were applied to all participants in the study. At the end of the semester, semi-structured interviews were conducted with two pairs. An existing theoretical framework of Fink’s integrated course design (2003) was used to analyze data. The findings of this study explored that a vast majority of given feedback by the course instructor focused on selecting appropriate teaching/learning activities and consideration for possible problems including students’ different thinking. In this regard, University within School Model was suggested to implement since this model encourages freshmen PSMTs via one-to-one teaching. Therefore, PSMTs who are enrolled in a university implementing this model gain experience in the field earlier.


Revealing Implicit Knowledge of Pre-Service Mathematics Teachers in Lesson Planning: Knowledge of Infinity
Savuran, Rüya; Işıksal Bostan, Mine (2022-7-01)
The study aims to explore how pre-service mathematics teachers reveal their knowledge of infinity during the lesson planning process in the context of limit. Specifically, we adopted the dimensions of mathematics teachers’ specialized knowledge, which are related to mathematical knowledge and its relation with teaching. We conducted an exploratory case study design in a two-cycle lesson planning process with three senior pre-service mathematics teachers. The findings indicated that in the first planning pro...
Mathematical Knowledge for Teaching the Function Concept and Student Learning Outcomes
Hatisaru, Vesife; Erbaş, Ayhan Kürşat (Springer Science and Business Media LLC, 2017-04-01)
The purpose of this study was to examine the potential interrelationships between teachers' mathematical knowledge for teaching (MKT) the function concept and their students' learning outcomes of this concept. Data were collected from two teachers teaching in a vocational high school and their students through a function concept test for teachers and students, follow-up interviews with teachers, and classroom observations. Findings indicated that teachers' MKT and students' learning outcomes were related to...
Fostering prospective mathematics teachers' proportional reasoning through a practice-based instruction
Piskin Tunc, Mutlu; Çakıroğlu, Erdinç (Informa UK Limited, 2020-11-01)
The purpose of this study was to investigate prospective middle school mathematics teachers' proportional reasoning before and after receiving a practice-based instruction based on proportional reasoning. The Proportional Reasoning Test, semi-structured interviews and observations of student teachings were used to collect data about the participants' proportional reasoning. The results indicated that prospective teachers improved their proportional reasoning by completing a practice-based instruction. Befor...
Anticipating Students’ Thinking through Lesson Study: A Case Study with Three Prospective Middle School Mathematics Teachers.
Yılmaz, Nadide; Yetkin Özdemir, İffet Elif; Çetinkaya, Bülent (2017-07-09)
This study aimed to examine prospective teachers' anticipations of students' thinking on the measure of the arc and measure of the central angle, circumference, and area of the circle and to explore the changes in their anticipations as they conduct three lesson study. For this purpose, case study method was used. Three prospective middle school mathematics teachers participated in the study and completed three lesson study. The data were analyzed in terms of three components: the prospective teachers' anti...
Elementary school teachers' views about their implementation of the assessment techniques recommended in the new mathematics curriculum
Uçar, Nihan; Çakıroğlu, Erdinç; Department of Elementary Science and Mathematics Education (2007)
The purpose of this study was to investigate the views of elementary school teachers about their implementation of assessment techniques recommended in the new mathematics curriculum. The study was conducted with 306 elementary school teachers from 29 public schools in Kırıkkale, Malatya and Ankara in the 2006-2007 academic year. ‘Opinions about Assessment Questionnaire’ was used as the instrument for assessing the opinions of the teachers about assessment techniques offered in new mathematics curriculum. T...
Citation Formats
B. Özkan, “Learning how to create lesson plans: first year preservice mathematics teachers’ experience in university within school model,” M.S. - Master of Science, Middle East Technical University, 2021.