Exploring mathematical connections of prospective middle-grades teachers through card-sorting tasks

Eli, Jennifer A.; Mohr-Schroeder, Margaret J.; Lee, Carl W.

doi:10.1007/s13394-011-0017-0

Cited by 67 publications

(57 citation statements)

References 16 publications

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“…To conclude, in this study, prospective teachers had an opportunity to build real-life connections with video content, and it is believed that such opportunities can help prospective teachers build explicit, not implicit, connections as Eli, Mohr-Schroeder, and Lee (2011) suggested. In this respect, weekly activities and assignments can be planned in courses such as Special Teaching Methods course during the initial teacher training so that they would recognize the importance of real life connections sooner and have a deeper understanding of these connections.…”

Section: Connecting Mathematics To Real Life: An Investigation On Howmentioning

confidence: 90%

“…Mesleğe yeni başlayan öğretmenler çok az ilişkilendirme yapmakta ya da yaptıkları ilişkilendirmeler üstü kapalı bir şekilde gerçekleşmektedir (Bartels, 1995). Öğretmen adayları ilişkilendirme yapmanın önemini anlamadığı sürece öğretmen olduklarında öğrencilerinin yeteri kadar ilişkilendirme yapmalarına, akıl yürütmelerine ve problem çözmelerine yardımcı olamayacaklardır (Eli, Mohr-Schroeder & Lee, 2011). Bu nedenle, bu çalışmada matematik öğretmeni adaylarının kazanımlar doğrultusunda gerçek hayat ilişkileri kurmaları ve ilişkilendirme yapmanın öğrenciler için nasıl bir yarar sağlayacağına dair gerekçeler sunmaları amaçlanmıştır.…”

Section: çAlışmanın öNemiunclassified

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Connecting Mathematics to Real Life: An Investigation on How Prospective Secondary Mathematics Teachers Build Real Life Connections

Özgeldi¹,

Osmanoğlu²

2017

Turkish Journal of Computer and Mathematics Education (TURCOMAT)

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Öz: Matematiğin gerçek hayatla ilişkilendirilmesi son yıllarda önemle üzerinde durulan bir konu olarak dikkat çekmektedir. Yapılan çalışmaların birçoğu bu tür ilişkilendirmelerin önemli olduğunu vurgularken, çok az bir kısmı öğretmenlerin ve öğretmen adaylarının matematiği gerçek hayatla neden ve nasıl ilişkilendirdiğini incelemektedir. Bu çalışmanın katılımcılarını, orta ölçekli bir devlet üniversitesinde matematik öğretmenliği bölümünde öğrenim görmekte olan ve 2015-2016 bahar döneminde Özel Öğretim Yöntemleri-II dersini alan üçüncü sınıf matematik öğretmeni adayları oluşturmaktadır. 57 ortaokul matematik öğretmeni adayından kazanımlar doğrultusunda gerçek hayat ilişkilendirmeleri kurmaları ve nedenlerini açıklamaları istenmiştir. Verilerin analizi aşamasında Gainsburg (2008) ve Lee'nin (2012) gerçek hayat ilişkilendirmelerine yönelik kodları kullanılmıştır. Sonuçlar, gerçek hayat ilişkilendirme çalışmalarıyla öğretmen adaylarının üstü kapalı olarak değil açıkça ilişkilendirmeler yapabildiğini, matematiğin gerçek hayatla ilişkisini kavrayabildiğini ve ilişkilendirmelerin öğrenciler açısından yararını fark edebildiğini göstermektedir.Abstract: In recent years, it has been drawn attention to the real life connections with mathematics as an important topic. Although the majority of the studies in the literature point that building the real life connection is vital, only some of them examine how and why teachers and prospective teachers build this connection. The participants of this study were the third-year prospective mathematics teachers who were studying in the department of mathematics teaching at a medium-sized state university and who take the Special Teaching Methods-II course in spring 2015-2016. 57 prospective secondary mathematics teachers were asked to establish real life connections in the direction of objectives from the teaching program, and to explain their reasons. The codes obtained from the study of Gainsburg (2008) and Lee (2012) were used for the data analysis. The findings indicated that prospective teachers were able to make explicit connections between mathematics and real life, understand the relation of mathematics to real life, and appreciate the use of building connections for the students.

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Section: Connecting Mathematics To Real Life: An Investigation On Howmentioning

confidence: 90%

Section: çAlışmanın öNemiunclassified

Connecting Mathematics to Real Life: An Investigation on How Prospective Secondary Mathematics Teachers Build Real Life Connections

Özgeldi¹,

Osmanoğlu²

2017

Turkish Journal of Computer and Mathematics Education (TURCOMAT)

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“…Membangun koneksi matematis adalah menghubungkan ide, konsep atau prosedur dalam matematika (Coxford, 1995). Ketika ide-ide matematika dihubungkan maka siswa bisa mengenali prinsip utama yang relevan dari beberapa pengetahuan (Jeniffer, Margaret, & Mohr, 2011). The Oxford English Dictionary (2014) mendefinisikan koneksi sebagai hubungan, dimana seseorang, hal, atau ide terkait dengan sesuatu yang lain, sehingga koneksi matematis kemudian dinyatakan sebagai hubungan antara ide matematika yang terkait, atau berhubungan dengan ide matematika yang lainnya.…”

Section: A Pendahuluanunclassified

Membangun koneksi matematis siswa dalam pemecahan masalah verbal

Tasni

Susanti

2017

BetaJTM

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[Bahasa]: Penelitian ini mendeskripsikan proses membangun koneksi matematis dalam pemecahan masalah verbal atau soal cerita. Pada proses penyelesaian masalah verbal, diidentifikasi beberapa jenis koneksi yang dibangun siswa. Jenis soal dikembangkan berdasarkan karakteristik koneksi matematis menurut NCTM, yaitu koneksi antar topik matematika, koneksi dengan disiplin ilmu lain, dan koneksi dalam kehidupan sehari-hari. Pengumpulan data dilakukan melalui proses wawancara semi terstruktur terhadap 2 orang subjek yang dipilih dengan tehnik purposive sampling. Penelitian ini mengunkap ada tujuh jenis koneksi yang dibangun oleh siswa pada saat menyelesaikan masalah verbal, yaitu: koneksi pemahaman, koneksi jika maka, koneksi representasi yang setara, koneksi hirarki, koneksi perbandingan melalui bentuk umum, koneksi prosedur, dan koneksi justifikasi dan representasi. Kata kunci: Koneksi Matematis; Pemecahan Masalah; Soal Verbal [English]: The current research aims to describe the process of developing mathematical connection in solving verbal or word mathematics problems. In solving problems, the mathematical connections developed by the subjects are identified. The mathematics problems refer to the characteristics of mathematical connections by NCTM, i.e. connections within mathematics topics, connection with other fileds, and connections with daily life. Data collection is conducted through students’ work and semi-structure interview with two subjects. The subjects are selected through purposive sampling. This research reveals seven kinds of mathematical connections developed by the subjects in solving verbal mathematics problems, i.e. connection in understanding, if then connection, equal representation connection, hierarchy connection, proportion connection through general form, procedure connection, and justification and representation connection. Keywords: Mathematical Connection; Problem Solving; Verbal Problems

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“…Desde entonces, se han estudiado desde diversas perspectivas, así como en diferentes áreas de la Matemática (MHLOLO; VENKAT; SCHÄFER, 2012;JAIJAN;LOIPHA, 2012;MOON et al, 2013;LEE, 2011LEE, , 2013LOCKWOOD, 2011). Sin embargo, es exiguo el estudio de conexiones en el Cálculo.…”

Section: Estado Del Arteunclassified

Conexiones Intramatemáticas y Extramatemáticas que se producen al Resolver Problemas de Cálculo en Contexto: un Estudio de Casos en el Nivel Superior

Flores

García‐García

2017

Bolema

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 ResumenEn el presente artículo se reporta una investigación cuyo objetivo fue identificar las conexiones que un grupo de estudiantes universitarios establecen al resolver problemas en contexto. Estos problemas pueden resolverse utilizando la relación entre la derivada y la integral establecida en el Teorema Fundamental del Cálculo. Para identificar las conexiones adoptamos el marco teórico que al respecto plantea Businskas (2008). Como método de investigación utilizamos el estudio de casos y aplicamos un cuestionario integrado por cinco problemas, de cuyas soluciones obtuvimos los datos. Los datos indican que los estudiantes establecen conexiones extramatemáticas e intramatemáticas al resolver problemas en contexto, pero principalmente utilizan las de tipo procedimental y las representaciones diferentes, además notamos una fuerte conexión con sus conocimientos previos aprendidos en los niveles de educación precedentes al nivel superior.Palabras clave: Conexiones matemáticas. Estudios de Caso. Teorema Fundamental del Cálculo. Nivel Universitario. AbstractThis paper reported a research which aims to identify connections that a university student group established to solve problems in a context. These problems can be solved using the relationship between the derivative and integral established in the Fundamental Theorem of Calculus. To identify such connections, we adopted the theoretical framework proposed by Businskas (2008). As a research method, we used the case study and applied a questionnaire which included five problems, the solutions of which we obtained the data. The data indicate that students establish extra-mathematics and intra-mathematics connections when they solve problems in a context, but mainly used the procedural type and the different representations. We also noticed a strong connection with their prior knowledge learned in previous levels of education rather than at the university level.

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Exploring mathematical connections of prospective middle-grades teachers through card-sorting tasks

Cited by 67 publications

References 16 publications

Connecting Mathematics to Real Life: An Investigation on How Prospective Secondary Mathematics Teachers Build Real Life Connections

Connecting Mathematics to Real Life: An Investigation on How Prospective Secondary Mathematics Teachers Build Real Life Connections

Membangun koneksi matematis siswa dalam pemecahan masalah verbal

Conexiones Intramatemáticas y Extramatemáticas que se producen al Resolver Problemas de Cálculo en Contexto: un Estudio de Casos en el Nivel Superior

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