Mathematics teachers’ views about measurement and evaluation dimension of new Turkish geometry curriculum

Yllmaz, Gül Kaleli; Alkan, Sevilay; Baran, Demet; Elmas, Hülya; Güven, Bülent

doi:10.1016/j.sbspro.2011.04.169

Cited by 2 publications

(2 citation statements)

References 6 publications

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“…This study therefore has the potential to contribute to knowledge in this field. Some teachers registered their difficulty in implementing effectively a geometry curriculum which they did not design themselves (Yilmaz et al 2011). If such teachers could start by identifying their own students' faulty reasoning in geometric concepts and contribute towards the design of the instructional programmes, such as the one in the current study, there is a possibility of an increase in competence and confidence amongst teachers.…”

Section: Van Hiele Theorymentioning

confidence: 99%

Mapping pre-service teachers’ faulty reasoning in geometric translations to the design of Van Hiele phase-based instruction

Mbusi

Luneta

2021

South African Journal of Childhood Education

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Background: Pre-service teachers (PSTs) training does not equip students with adequate skills and knowledge of geometry to enable them to teach this section of mathematics competently. Inadequate teacher knowledge of transformation geometry, in particular, requires intervention that targets PSTs’ faulty reasoning displayed in errors they make.Aim: The aim of this study was to explore the use of Bachelor of Education (BEd) students’ faulty reasoning in geometric translations, in designing a Van Hiele phase-based instructional programme that could address such faulty reasoning.Setting: The setting for the study was a newly established rural university in South Africa.Methods: Tests on geometric translations were administered to BEd Foundation Phase students, followed up by interviews to explore errors made when responding to the test items. The errors were then mapped to the design of a Van Hiele phase-based instructional programme.Results: The results revealed that the students had several misconceptions with geometric translations. The misconceptions were delineated into the errors that the students displayed and these were classified under two themes. The first theme was incorrect properties of transformation and under this theme, the errors were coded as confusing translation with rotation, wrong translation method, incorrect interpretation of coordinates and confusing the x and y axis. The second theme was errors involving basic mathematics operations including wrong diagrammatic representation of coordinates and incorrect calculations.Conclusion: The study showed that if the students’ misconceptions and the resulting errors are mapped to specific instructional approaches, their faulty reasoning in geometric transformations is addressed and effective learning is enhanced.

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Section: Van Hiele Theorymentioning

confidence: 99%

Mapping pre-service teachers’ faulty reasoning in geometric translations to the design of Van Hiele phase-based instruction

Mbusi

Luneta

2021

South African Journal of Childhood Education

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“…Çünkü iyi bir fen eğitimi bireye yalnız ham bilgileri sunmakla kalmaz, beraberinde bilimsel süreç becerilerini etkili kullanmayı, karşılaştığı problemlere mantıksal çözüm yolları bulabilmeyi sağlar (Duschl vd., 2007:34). Değerlendirme sürecinde en güçlü halkalardan birini programı uygulayan öğretmenlerin görüşleri oluşturur (Baybars ve Kocakülah, 2009;Bilgin, Alev, Yigit ve Akdeniz, 2011;Grmek, 2010;Popa ve Bucur, 2014;Yılmaz, Alkan, Baran, Elmas ve Güven, 2011). Yeni programda öğretmen; öğrencilere araştırma ruhu ve duygusunu, bilimsel düşünce tarzını geliştirmek için onları cesaretlendirmesinin yanı sıra süreci kolaylaştırıcı ve yönlendirici rollerini üstlenir (MEB, 2013).…”

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Fen Bi̇li̇mleri̇ Dersi̇ni̇n İlkokul Üçüncü Sinif Programina Alinmasiyla İlgi̇li̇ Öğretmen Görüşleri̇ni̇n Değerlendi̇ri̇lmesi̇

Ünişen¹,

Kaya²

2015

Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

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Mathematics teachers’ views about measurement and evaluation dimension of new Turkish geometry curriculum

Cited by 2 publications

References 6 publications

Mapping pre-service teachers’ faulty reasoning in geometric translations to the design of Van Hiele phase-based instruction

Mapping pre-service teachers’ faulty reasoning in geometric translations to the design of Van Hiele phase-based instruction

Fen Bi̇li̇mleri̇ Dersi̇ni̇n İlkokul Üçüncü Sinif Programina Alinmasiyla İlgi̇li̇ Öğretmen Görüşleri̇ni̇n Değerlendi̇ri̇lmesi̇

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