The Skills of Prospective Teachers to Design Activities that Connect Mathematics to Different Disciplines

Abstract

The aim of this research was to examine the skills of prospective teachers to design mathematics connection activities with different disciplines. In the research it was asked that prospective teachers design a mathematical activity in which mathematics was connected with the ability to connect to different disciplines. For this purpose, the research was carried out using the case study model. The study group had 19 mathematics, 11 physics, and 10 chemistry prospective teachers. The designed activities were examined according to purpose, cognitive processes and mathematical competence and skills. As a result of the analysis of the obtained data, the concept of ratio-proportion was mostly mentioned in the designed mathematical learning activities. It was involved also in other mathematical concepts such as derivative, function, proposition and percentage. In the classification of the designed activities according to the aims, it was found that the consolidation activities were the most and the difficulties and the misconceptions activities were the least. The 5 groups of prospective teachers preferred to develop activities for new learning. When the activities designed by prospective teachers were classified according to the cognitive processes, they were designed to practice, evaluate, consider, apply and produce in descending order. The activities that were developed did not include interpret and create activities. According to mathematical competence and skills, problem solving, modeling and different representations activities were mostly involved. Activities for generalization, proof and reasoning and technology use were the least developed activities.

Sınıf Öğretmeni Adaylarının Serbest Problem Kurma Durumları

“…Primary school pre-service teachers of this study also had problems in associating their problems with different disciplines. There are also studies supporting this issue and reporting that teachers and pre-service teachers cannot associate mathematics with different disciplines (Coşkun, 2013;Özgen, 2013;Özgen, 2019;Yavuz-Mumcu, 2018). Considering the result of this research and similar others, it may be suggested that pre-service teachers do not have sufficient knowledge about the use of mathematics in other disciplines in terms of context.…”

“…Benzer şekilde bu sonucu destekleyecek araştırmaların olduğu görülmüştür (Ellerton, 2013;Kılıç, 2013;Tekin-Sitrava ve Işık, 2018). Serbest problem kurmada zorlanan sınıf öğretmeni adayları genelde sözel temsili kullanarak problem kurmuşlardır (Ellerton, 2013;Kılıç, 2013) (Coşkun, 2013;Özgen, 2013;Özgen, 2019;Yavuz-Mumcu, 2018). Aladağ ve Şahinkaya (2013)…”

Matemati̇ksel Öğrenme Etki̇nli̇ği̇ Türleri̇ne Yöneli̇k Kuramsal Bi̇r Çalişma: Fonksi̇yon Kavrami Örneklemesi̇

“…Matematik dersinde yeni öğrenmelere ya da öğrenilen kavramları pekiştirmeye yönelik etkinlik tasarımı öğretmenler ve araştırmacılar tarafından en çok bilinen ve incelenen etkinlik türleri olduğu söylenebilir. Yapılan araştırmalarda da bu durum matematik öğretmen adaylarının etkinlik tasarım süreçlerinde ortaya çıkmıştır (Özgen, 2017;Özgen ve Alkan, 2014…”

A Look at the Processes of Developing Math Activities: Pre-service Primary Teachers

“…When the studies on this subject, which is important in learning mathematics, are examined, it is seen that the activities in the mathematics textbooks have been examined (Arslan & Özpınar, 2009;Kerpic, 2011), the effect of the teacher on the quality of math activities has been investigated (Açıl, 2011;Bozkurt, 2012;Guberman & Leikin, 2013;Leikin & Levav-Waynberg, 2007;Karakuş & Yeşilpınar, 2013;Özgen, 2019;Özgen & Alkan, 2011;Özgen & Alkan, 2014;Öztürk & Işık, 2018;Toprak, Uğurel & Tuncer, 2014;Uğurel, Bukova-Güzel & Kula, 2010) and the activities have been examined from the eyes of students (Yorulmaz, Kılıç, Ünsal & Çokçalışkan, 2020;Kılıç, Ünsal & Yorulmaz, 2020). When the studies are generally evaluated, it is seen that the textbooks are not capable of supporting higher order thinking skills, and that the studies in which math activities are investigated in the context of teachers are mostly done with mathematics teachers and pre-service mathematics teachers.…”