Transfer of Mathematical Knowledge: Series

Akgün, Levent; Işik, Cemalettin; Tatar, Enver; İşleyen, Tevfik; Soylu, Yasin

doi:10.14221/ajte.2012v37n3.2

Cited by 7 publications

(6 citation statements)

References 8 publications

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“…This result coincides with various investigations, such as that of Kaya and Kablan (2018) those who mention the difficulty of students in finding more than one solution to a non-routine problem; with Akyüz (2020) in a recent investigation with future teachers, whose performance decreased when the level of difficulty of the problem considered to be non-routine increased. In similar studies, teacher candidates showed low success in problems related to non-routine problems (Akgün, Işık, Tatar, İşleyen, & Soylu, 2012;Dündar, 2015) with other research reporting that students tend to use arithmetic operation to solve non-routine problems.…”

Section: Conclusion and Discussionmentioning

confidence: 77%

Solving Problem Types Contextualized to the Quadratic Function and Error Analysis: A Case Study

Díaz¹,

Aravena²,

Flores³

2020

EURASIA J Math Sci Tech Ed

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The article aims to determine the academic performance and errors in the resolution of types of problems of application of the quadratic function, of high school students from the Los Lagos Region and Los Rios Region in Chile. The approach is qualitative and descriptive with case studies. A math test with open response problems and an opinion questionnaire were developed and applied. Through the results, the highest academic performance is evidenced in the routine problems of purely mathematical context and fantasist context, but with difficulty in the resolution of non-routine problems. In addition, errors originating in affective and emotional attitudes associated with blockages at the time of initiating the resolution, forgetfulness at the time of posing the quadratic function, prevail over cognitive errors originating in an obstacle and errors originating in the absence of meaning.

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Section: Conclusion and Discussionmentioning

confidence: 77%

Solving Problem Types Contextualized to the Quadratic Function and Error Analysis: A Case Study

Díaz¹,

Aravena²,

Flores³

2020

EURASIA J Math Sci Tech Ed

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“…It was set forth in the conducted studies that there are differences between prospective teachers' success in the tests on routine problems and the tests on non-routine problems (Işık & Kar, 2011;Aladağ, 2009). In their study, Akgün et al (2012) state that students are considerably successful in the questions where they use procedural knowledge, but they are less successful in the questions that involve, in particular, verbal problems that require transferring and using this knowledge.…”

Section: Results Obtained From the Quantitative Findingsmentioning

confidence: 99%

How do Prospective Teachers Solve Routine and Non-Routine Trigonometry Problems?

Dündar¹,

Yaman²

2015

IOJES

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The aim of this study is to identify prospective teachers' skills in transferring their trigonometry knowledge to solve problems they encounter. Test on Solving Routine Problems (TSRP) and Test on Solving Non-routine Problems (TSNRP), were used as data collection tools. As a result of the data analysis the prospective teachers correctly answered nearly all questions in the TSRP that required procedural knowledge, whereas they experienced problems in TSNRP that required their skills of transferring their trigonometry knowledge. In view of these results, it was observed that the prospective teachers were able to answer procedural questions with their trigonometry knowledge.

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“…Since teachers are the cornerstone of teaching these curricula, the necessity of verifying the acquisition degree of their 21 st -century skills emerges since education in this century requires an educated, creative, and contemplative teacher. Otherwise, how they will provide their students with these skills if they are not part of their daily behavior and teaching (Akgün, Işik, Tatar, Işleyen, & Soylu, 2012).…”

Section: Purpose Of the Studymentioning

confidence: 99%

Twenty-first-century skills acquired by mathematics teachers: school principals’ perspectives

Hamzeh

Tabieh

Mansour

2022

CJES

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This study aimed at investigating the acquisition degree of the 21st-century skills of mathematics teachers from the perspective of school principals. The study sample consisted of 75 school principals. They were selected randomly among the public schools. The study instrument consisted of four questionnaires, namely: personal skills, communication skills, technical skills, and teaching skills. Each questionnaire consisted of 30 items. The study results showed that the acquisition degree of the 21st-skills of mathematics teachers was intermediate for the personal and communication skills while it was high for the technical and teaching skills. The results also showed that there are no statistically significant differences (α=0.05) attributed to the gender variable from the perspectives of the male and female school principals towards the acquisition degree of the 21st-century skills of mathematics teachers. The study recommended utilizing the 21st-century skills of mathematics teachers which will result in improving the teaching process in general. Keywords: Mathematics Teachers, 21st-Century Skills, Personal skills;

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Transfer of Mathematical Knowledge: Series

Cited by 7 publications

References 8 publications

Solving Problem Types Contextualized to the Quadratic Function and Error Analysis: A Case Study

Solving Problem Types Contextualized to the Quadratic Function and Error Analysis: A Case Study

How do Prospective Teachers Solve Routine and Non-Routine Trigonometry Problems?

Twenty-first-century skills acquired by mathematics teachers: school principals’ perspectives

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