INVESTIGATION OF PROBLEMS POSED BY PRESERVICE ELEMENTARY MATHEMATICS AND PRIMARY SCHOOL TEACHERS

Year 2016, Volume: 5 , 298 - 301, 01.09.2016

Katibe Gizem Karaaslan Burcu Durmaz

Abstract

The aim of this study is to examine the problems
posed by the preservice elementary mathematics and primary school teachers. For
this purpose, 112 teacher candidates in total at a state university, 47 from
the 4. grade students from elementary mathematics education and 65 from the 3.
grade students from primary education, have been asked to pose a problem
related to the solution of a problem in the 2015-2016 Academic Year. The type
of the study is survey and the data have been analyzed in respect of the
problem analysis diagram created by the researchers. The statistics upon the
study have been stated with percentage and frequency. At the end of the study,
it has been seen that elementary mathematics teacher candidates pose problems
in a higher rate than the candidates of primary school teacher candidates. 

Keywords

Problem posing, teacher education

References

• Akay, H. & Boz, N. (2010). The effect of problem posing oriented analysis-II course on the attitudes toward mathematics and mathematics self-efficacy of elementary prospective mathematics teachers. Australian Journal of Teacher Education, 35 (1), 59-75. Akay, H. (2006). Problem kurma yaklaşımı ile yapılan matematik öğretiminin öğrencilerin akademik başarısı, problem çözme becerisi ve yaratıcılığı üzerindeki etkisinin incelenmesi. Yayınlanmamış Doktora Tezi, Gazi Üniversitesi, Ankara. Akkan, Y., Çakıroglu, Ü. ve Güven, B. (2009). İlköğretim 6. ve 7. sınıf öğrencilerinin denklem oluşturma ve problem kurma yeterlikleri. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 9 (17), 41-55. Cai, J. (2000). Understanding and representing the arithmetic averaging algorithm: An analysis and comparison of US and Chinese students' responses. International Journal of Mathematical Education in Science and Technology, 31(6), 839-855. Canköy, O.(2014). Interlocked problem posing and children’s problem posing performance in free structured stituations. International Journal of Science and Mathematics Educaiton, 12, 219-238. English, L.D. (1997). The development of fifth grade children’s problem posing abilities. Educational Studies in Mathematics, 34, 183-217. Gonzales, N. A. (1998). A blueprint for problem posing. School Science and Mathematics, 98 (8), 448-456. Işık, A., & Kar, T. (2011). Öğretmen adaylarının sözel ve görsel temsillere yönelik kurdukları problemlerin analizi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 30(30), 39-49. NCTM. (2000). Principles and standards for school mathematics. J. Carpenter & S. Gorg (Eds). Reston, VA: National Council of Teachers of Mathematics. Silver, E. A. (2013). Problem-posing research in mathematics education: Looking back, looking around, and looking ahead. Educational Studies in Mathematics, 83(1), 157-162. Silver, E. A. ve Cai, J. (1996). Analysis of aritmetic problem posing by middle school. Journal for Research in Mathematics Education, 27, 521. Stoyanova, E. (2003). Extending Students' Understanding of Mathematics Via Problem Posing. Australian Mathematics Teacher, 59(2), 32-40. Stoyanova, E., & Ellerton, N. F. (1996). A framework for research into students’ problem posing in school mathematics. Technology in mathematics education, 518-525. Toluk Uçar, Z., & Akdoğan, E. N. (2009). 6-8. Sınıf Öğrencilerinin Ortalama Kavramına Yüklediği Anlamlar. İlköğretim Online, 8(2).