The Examination of Elementary Mathematics Pre-service Teachers’ Spatial Abilities

Özdemir, Ahmet Şükrü; Yildiz, Sevda Göktepe

doi:10.1016/j.sbspro.2015.01.588

Cited by 6 publications

(8 citation statements)

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“…Thus, there is an increasing tendency towards alternative measurement methods in mathematics education (İncikabı & Sancar-Tokmak, 2012). For this purpose, SOLO model can be used as an alternative for measuring and evaluating spatial visualization skills (Baki & Güven, 2007;Dursun, 2010;Göktepe & Özdemir, 2013;Nagy-Kondor, 2014;Özdemir & Yıldız, 2015;Sezen Yüksel & Bülbül, 2014Yıldız, Göktepe Körpeoğlu & Körpeoğlu, 2015). SOLO (Structure of the Observed Learning Outcomes) model is a taxonomy used to evaluate students' knowledge (Biggs & Collis, 1991;Pegg & Tall, 2005.…”

Section: Introductionmentioning

confidence: 99%

Problems Posed by Prospective Elementary Mathematics Teachers in the Concept of Functions: An Analysis Based on SOLO Taxonomy

İncikabı

Biber

2016

Mersin Üniversitesi Eğitim Fakültesi Dergisi

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The aim of this study is to carry out an analysis according to SOLO-taxonomy about problem posing knowledge of prospective elementary mathematics teachers on mathematical functions. The methodology adopted in the current study was a case study. The participants of the study consisted of 67 prospective elementary mathematics teachers. According to the findings of the study, the knowledge of the prospective elementary mathematics teachers on functions in mathematics is open to development through proper teaching methods. Moreover, the majority of their knowledge levels have been grouped as pre-structural level, multi-structural level and relational level while only a few of their knowledge levels were at extended abstract level. Based on the results, it might be beneficiary to train prospective mathematics teachers who can creatively use problem posing activities in their classrooms and who will become a model for their students with their problem-posing performances to overcome their conceptual deficiencies concerned with functions.

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Section: Introductionmentioning

confidence: 99%

Problems Posed by Prospective Elementary Mathematics Teachers in the Concept of Functions: An Analysis Based on SOLO Taxonomy

İncikabı

Biber

2016

Mersin Üniversitesi Eğitim Fakültesi Dergisi

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“…Therefore, SOLO taxonomy is a different way to evaluate students or preservice teachers' mathematical understanding and some skills. In addition, a number of different studies on the evaluation of preservice teachers' spatial skills have been performed (e.g., Unal, 2005;Baki & Guven, 2007;Yolcu, 2008;Dursun, 2010;Nagy-Kondor, 2014;Sezen Yuksel & Bulbul, 2014;Ozdemir & Goktepe Yildiz, 2015;Sezen Yuksel & Bulbul, 2015;Goktepe Yildiz, Goktepe Korpeoglu, & Korpeoglu, 2015). The aspect of this study that makes it different from other studies is evaluating their spatial skills through the SOLO model.…”

Section: Introductionmentioning

confidence: 99%

The Analysis of Elementary Mathematics Preservice Teachers' Spatial Orientation Skills with SOLO Model

Özdemir¹,

Yıldırz²

2015

EJER

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Purpose: Textbooks can directly or indirectly affect gender stereotypes. In this study, text characters and pictures of textbooks were examined to find out how the messages were given about gender. This study examined text characters and the pictures in the primary school Turkish textbooks respectively in terms of Bem's Sex-Role Inventory and gender stereotypes. Research Methods: This paper explored the roles of text characters and pictures in the primary school Turkish textbooks through document analysis. The material for this study consisted of twelve primary school Turkish textbooks from the 1 st to the 4 th grades. Textbooks were selected out of the ones used in Burdur in the 2015-2016 academic years. A "Text Character Evaluation Form" arranged in line with Bem's Sex-role Inventory and "Picture Evaluation Form" was used in the study.

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“…Geometric objects relate to space as a physical dimension, and since space forms the basis of our living environment, spatial thinking is deemed an important tool for teaching and learning geometry. Spatial thinking deals with the formation of ideas or thoughts using spatial relationships in learning geometry (Lowrie et al, 2018;Ozdemir & Goktepe Yildiz, 2015). Clement and Battista (1992) add that spatial reasoning is an intellectual process of engaging in mental representation, construction and manipulation of spatial objects, and the relationships among their properties.…”

Section: Definition Of Geometrymentioning

confidence: 99%

“…This presupposes that teachers must have their spatial abilities developed and be able to develop such skills among learners in geometric discourse. According to Ozdemir and Goktepe Yildiz (2015), spatial abilities are highly connected with geometric thinking. Hence, pre-service teachers being prepared to join the teaching profession, should be able to demonstrate this knowledge as part of their thought processes for effective teaching.…”

Section: Pre-service Teachers' Spatial Abilitiesmentioning

confidence: 99%

“…Learners' knowledge of geometry enables them to explore, conjecture, deduce and improve their development of mathematical ideas and reasoning skills (Maulana & Yuniawati, 2018;Sulistiowati et al, 2019). Learning geometry aims to develop learners' spatial reasoning and abilities for learning geometric shapes and objects encountered in daily life (Ozdemir & Goktepe Yildiz, 2015). According to NCTM (2000), geometry equips learners with reasoning abilities necessary for developing their mathematical thinking.…”

Section: Chapter One Introduction 1background To the Studymentioning

confidence: 99%

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An analysis of pre-service mathematics teachers’ geometric thinking and classroom discourse using a commognitive lens.

Larbi

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five keywords from the following Abstract: Learning geometry equips learners with cognitive skills such as visualisation, critical thinking, spatial reasoning and problem-solving abilities, that are necessary for learning mathematics in general. However, geometry is noted to be difficult for learning as well as teaching. An investigation of this difficulty, especially with teachers, will help address its teaching and learning. The purpose of this study was to analyse pre-service teachers’ geometric thinking and classroom discourse using the commognitive lens. The study was guided by three objectives, which were to analyse the pre-service teachers' discursive thinking in geometry; the nature of their routine thinking in solving the geometric tasks, and how these informed their classroom geometric discourse. The study aligned itself to the qualitative approach and was underpinned by the interpretivist research paradigm. Eight pre-service teachers who were second-year university students and had taken geometry as part of their programme modules, participated in the study. The study site was conveniently selected, whilst the participants were selected on purposively. Geometry worksheet (test), interview and classroom observation, were used to generate written, verbal (oral) response, and visual data in relation to the study objectives. The data was analysed using the themes of the commognitive framework. The results show that both literate and colloquial word use were found in the discourses of the pre-service teachers. Many participants in Group A used more literate words to define and explain geometric concepts and how they solved the geometry problems, than the participants in Group B, who used both literate and colloquial words. Also, the routine solution strategies of many in Group A showed more of an explorative way of thinking compared to those in Group B, who demonstrated more of a ritualised way of thinking. In addition, multiple solutions to tasks were found by many of Group A participants than those in Group B. Generally, many of the study participants demonstrated limited geometric thinking. Misconceptions were evident in the discourses of some pre-service teachers in both groups. Other key findings from the classroom observation were that, many participants in Group A demonstrated an explorative instruction that is characterised by developing learner understanding and using different kinds of visual mediators as compared to participants in Group B, whose classroom geometric discourse was ritualised in nature. In other words, their teaching was more procedure-driven than conceptual. The study concludes that many of the PSTs possess limited geometric thinking. In addition, those who possessed good geometric thinking were more capable of engaging learners in explorative instruction compared to those with limited geometric thinking. These findings may have an influence on mathematics teacher educators’ efforts to develop teaching competence among pre-service teachers.

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The Examination of Elementary Mathematics Pre-service Teachers’ Spatial Abilities

Cited by 6 publications

References 9 publications

Problems Posed by Prospective Elementary Mathematics Teachers in the Concept of Functions: An Analysis Based on SOLO Taxonomy

Problems Posed by Prospective Elementary Mathematics Teachers in the Concept of Functions: An Analysis Based on SOLO Taxonomy

The Analysis of Elementary Mathematics Preservice Teachers' Spatial Orientation Skills with SOLO Model

An analysis of pre-service mathematics teachers’ geometric thinking and classroom discourse using a commognitive lens.

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