PRE-SERVICE MATHEMATICS TEACHERS’ TECHNOLOGYENHANCED COLLECTIVE ARGUMENTATION

Download

MKol Dissertation.pdf

Date

2022-9-02

Author

Kol, Murat

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

423
views

263
downloads

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 course in the fall semester of 2018 and continued to the primary school mathematics teaching program at a state university in Ankara. The activities using argumentation in the lesson lasted for seven weeks. Multiple data collection methods were used in the study, and qualitative analysis methods were used in data analysis. The data obtained from the study revealed that technology, instructor, and preservice teachers, who are the actors of the collective argumentation processes in a technology-enriched learning environment, played different roles and functions during the interactions. During the activities, it was observed that the teacher’s instrumental orchestration functioned in argumentation to varying degrees. In addition, the technological behavior styles of teacher candidates in the collective argumentation process also varied according to the components of Toulmin’s argumentation model. The analysis of the study’s data also allowed the researcher to observe how the pre-service teachers use technology in inductive and deductive reasoning types that emerge integrated into the argumentation process.

Subject Keywords

Collective mathematical argumentation, Mathematical reasoning, Mathematics education, Classroom teaching experiment, Mathematics education technologies.

URI

https://hdl.handle.net/11511/99734

Collections

Graduate School of Natural and Applied Sciences, Thesis

Suggestions

OpenMETU
Core

Pre-service Mathematics Teachers’ Understanding of Rate of Change Throughout a Model Development Sequence KERTİL, MAHMUT; Erbaş, Ayhan Kürşat; Çetinkaya, Bülent (2022-01-01) © 2022, National Science and Technology Council, Taiwan.This study examined a cohort of middle school pre-service mathematics teachers’ understanding of the rate of change as they engaged in a model development sequence. By adopting a design-based research perspective, a model development sequence on the concept of rate of change has been designed and implemented as part of a mathematical modeling course for pre-service teachers. The data were collected from twenty senior year middle school pre-service math...
The effects of a mathematics teaching methods course on pre-service elementary mathematics teachers’ content knowledge for teaching mathematics Seviş, Şerife; Koç, Yusuf; Department of Elementary Science and Mathematics Education (2008) The purpose of this study is to examine the effects of a mathematics teaching methods course on pre-service elementary mathematics teachers’ content knowledge for teaching mathematics (CKTM). In order to accomplish this purpose, pre-service mathematics teachers’ understanding of basic concepts and procedures in school mathematics, use of mathematical definitions, presentation of mathematical content to students, identification of common errors, misconceptions and solution strategies and evaluation of unusua...
Pre-service Teachers' Developing Conceptions about the Nature and Pedagogy of Mathematical Modeling in the Context of a Mathematical Modeling Course Çetinkaya, Bülent; Erbaş, Ayhan Kürşat; Alacacı, Cengiz; Çakıroğlu, Erdinç (2016-01-01) Adopting a multitiered design-based research perspective, this study examines pre-service secondary mathematics teachers' developing conceptions about (a) the nature of mathematical modeling in simulations of real life problem solving, and (b) pedagogical principles and strategies needed to teach mathematics through modeling. Unlike other studies that have focused on single-topic and lesson-sized research sites, a course-sized research site was used in this study. Having been through several iterations over...
Pre-service Physics Teachers' Metacognitive Knowledge about Their Instructional Practices Yerdelen-Damar, Sevda; Özdemir, Ömer Faruk; Unal, Cezmi (2015-10-01) This study aims to investigate pre-service physics teachers' metacognitive knowledge about their teaching practices. The participants included six pre-service physics teachers. A taxonomy of metacognition for teaching was developed to analyze the level of pre-service physics teachers' metacognitive knowledge about their teaching practices. Analysis of data showed that pre-service physics teachers' metacognitive knowledge about their content knowledge was quite satisfactory; however, their metacognitive know...
Exploring secondary mathematics teachers’ conceptions of mathematical literacy Genç, Murat; Erbaş, Ayhan Kürşat; Department of Secondary Science and Mathematics Education (2017) The purpose of this research study was to investigate secondary mathematics teachers’ conceptions of mathematical literacy. In doing so, the following three crucial interrelated issues were addressed: (i) teachers’ conceptions of what the notion of mathematical literacy means, (ii) teachers’ conceptions of how the development of mathematical literacy could be facilitated, and (iii) teachers’ conceptions of what a mathematics curriculum emphasizing mathematical literacy should look like. The data gathered fo...

Citation Formats

M. Kol, “PRE-SERVICE MATHEMATICS TEACHERS’ TECHNOLOGYENHANCED COLLECTIVE ARGUMENTATION,” Ph.D. - Doctoral Program, Middle East Technical University, 2022.