Tahmini Öğrenme Yollarının Uygulanması Sürecinde Matematik Öğretmenlerinin Çoklu Temsil Kullanımlarının Gelişimi

Abstract

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Analysis of the Pedagogical Content Knowledge Development of Prospective Teachers in the Lesson Plan Development Process: 4MAT Model

“…On the other hand, prospective teachers' development in terms of the transition from rulebased and memorized explanations to conceptual explanations is similar to the findings of Bütün (2012), and the development in terms of instructional explanation qualities is similar to Baki (2012). Besides, the development of prospective teachers' skills to include class discussions is similar to the findings of Eroğlu (2016) and Shuilleabhain (2016). In addition, prospective teachers also improved in terms of using different teaching strategies.…”

“…Another result is that prospective teachers showed improvement in the use of multiple representations. Similarly, based on the action research conducted by Eroğlu (2016) and Tataroğlu Taşdan and Çelik (2017); and as a result of the practices carried out based on the lesson study model in Shuilleabhain (2016)'s study, it was reached the conclusion that teachers developed in terms of using different forms of representations.…”

“…In the process of developing and implementing a lesson plan based on the 4MAT model, prospective teachers also improved in the knowledge of student understanding component. Based on professional training provided in the study of Naseer (2016), lesson study practices in the study of Baki (2012), and action research in the studies of Eroğlu (2016) and Tataroğlu Taşdan and Çelik (2017); it was concluded that teachers and prospective teachers improved in terms of determining in which points students may have learning difficulties and misconceptions. On the other hand, Yeşildere İmre and Akkoç (2012) stated that, as a result of micro-teaching practices, prospective teachers improved in terms of considering students' understandings and difficulties about patterns.…”

“…Similarly, one of the data collection tools used in these studies is the lesson plans developed by prospective teachers. On the other hand, in the studies of Eroğlu (2016) and Tataroğlu Taşdan and Çelik (2017), the PCK developments of the teachers were examined within the scope of the action research, and interpretations were made based on the lesson plans developed by the teachers.…”