Pre-Service Mathematics Teachers’ Approaches to Students’ Possible Mistakes in Exponential and Square Root Numbers

Merve Özkaya; Alper Cihan Konyalıoğlu; Solmaz Damla Gedı̇k

Research Article

Pre-Service Mathematics Teachers’ Approaches to Students’ Possible Mistakes in Exponential and Square Root Numbers

Year 2013, Volume: 3 Issue: 2, 49 - 54, 30.06.2013

Merve Özkaya Alper Cihan Konyalıoğlu Solmaz Damla Gedı̇k

Abstract

The aim of the study is to investigate pre-service mathematics teachers’ approaches to students’
possible mistakes in exponential and square root numbers. Moreover this study determines their opinions about the
forming reasons of these errors and presents pre-service mathematics teachers’ solution suggestions. Conforming to
the purpose, the data were collected with documents and interviews; and descriptive and content features of the data
were analyzed. According to the results, this study identi ed that pre-service mathematics teachers had dif culty
in explaining the errors in the context of mathematical content knowledge (MCK) and according to them most of
these errors were teacher based. The offered solution suggestions of pre-service mathematics teachers in preventing
error formation were similar to the knowledge of pedagogical content components.

Keywords

Pre-service mathematics teacher, mathematical content knowledge, pedagogical content knowledge, error, exponential and square root numbers

References

Ball, D. L. Thames, M. H., Phelps, G. 2008. Content knowledge for teaching: What makes it special? Journal of Teacher Educati- on, 59 (5): 389-407.
Boz, N. 2004. Öğrencilerin hatasını tespit etme ve nedenlerini irde- leme. XIII. Ulusal Eğitim Bilimleri Kurultayı. İnönü Üniversi- tesi Eğitim Fakültesi, Malatya. Retrieved April 22, 2010 from http://www.pegema.net/dosya/dokuman/236.pdf.
Cochran, K. F., DeRuiter, J. A., King, R. A. 1993. Pedagogical con- tent knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44(4), 263- 272.
Durkaya, M., Aksu, Z., Öçal, M. F., Şenel, E.Ö., Konyalıoğlu, A., Hızarcı, S., Kaplan, A. 2011. Secondary school mathematics teachers’ approaches to students’ possible mistakes. Procedia Social and Behavioral Sciences 15, 2569–2573.
Houssart, J., Weller, B. 1999. Identifying and dealing with miscon- ceptions and errors in primary mathematics: Student teachers record their experiences, Mathematics Education Review, 11, 46-58.
Konyalıoğlu, A.C., Aksu, Z., Şenel, E.Ö., Tortumlu, N. 2010. Ma- tematik Öğretmen Adaylarının Matematik Soru Çözümlerin- de Yapılan Hataların Nedenlerini Sorgulama Becerilerinin İncelenmesi. Uluslararası Öğretmen Yetiştirme Politikaları ve Sorunları Sempozyumu II.
Hacettepe Üniversitesi, Mayıs 2010, Ankara. 29 Haziran 2010 tarihinde http://www.egitim. hacettepe.edu.tr/belge/UOYPSS2_BildiriKitabi.pdf adresin- den indirilmiştir.
National Council of Teachers of Mathematics 1989. Curriculum and evaluation standards for school mathematics. Reston, V.A: Author. NCTM.
National Council of Teachers of Mathematics 1991. Professional standards for teaching mathematics. Reston, V.A: Author. NCTM.
Park, S., Oliver, J.S. 2008. Revisiting the conceptualization of peda- gogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38: 261–284.
Shulman, L. 1986. Those who understand: knowledge growth in te- aching. Educational Researcher, 15 (2): 4-14. Yıldırım, A., Şimşek, H. 2008. Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.

Matematik Öğretmen Adaylarının Üslü ve Köklü Sayılar Konusunda Öğrencilerin Sahip Olabilecekleri Hatalara Yaklaşımları

Year 2013, Volume: 3 Issue: 2, 49 - 54, 30.06.2013

Merve Özkaya Alper Cihan Konyalıoğlu Solmaz Damla Gedı̇k

Abstract

Bu araştırmanın amacı, matematik öğretmen adaylarının üslü ve köklü sayılar konusunda öğrencilerin
sahip olabilecekleri hatalara yaklaşımlarını incelemek, hataların oluşma sebepleri hakkındaki görüşlerini ve çözüm
önerilerini belirlemektir. Durum çalışmasının kullanıldığı bu araştırmada, amaca uygun olarak doküman incelemesi
ve görüşmelerle toplanan veriler içerik ve betimsel olarak analiz edilmiştir. Araştırma sonucunda, öğretmen adayla-
rının yapılan hataları matematik alan bilgisi (MAB) bağlamında açıklamada güçlük çektikleri ve bu hataların oluş-
ma sebeplerinin çoğunun öğretmen temelli olduğu düşüncesinde oldukları tespit edilmiştir. Öğretmen adaylarının,
hataların oluşumunu önlemek için sundukları çözüm önerileri ise, pedagojik alan bilgisi bileşenleri ile benzerlik
göstermektedir.

Keywords

Matematik öğretmen adayı, matematik alan bilgisi, pedagojik alan bilgisi, hata, üslü ve köklü sayılar

References

Ball, D. L. Thames, M. H., Phelps, G. 2008. Content knowledge for teaching: What makes it special? Journal of Teacher Educati- on, 59 (5): 389-407.
Boz, N. 2004. Öğrencilerin hatasını tespit etme ve nedenlerini irde- leme. XIII. Ulusal Eğitim Bilimleri Kurultayı. İnönü Üniversi- tesi Eğitim Fakültesi, Malatya. Retrieved April 22, 2010 from http://www.pegema.net/dosya/dokuman/236.pdf.
Cochran, K. F., DeRuiter, J. A., King, R. A. 1993. Pedagogical con- tent knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44(4), 263- 272.
Durkaya, M., Aksu, Z., Öçal, M. F., Şenel, E.Ö., Konyalıoğlu, A., Hızarcı, S., Kaplan, A. 2011. Secondary school mathematics teachers’ approaches to students’ possible mistakes. Procedia Social and Behavioral Sciences 15, 2569–2573.
Houssart, J., Weller, B. 1999. Identifying and dealing with miscon- ceptions and errors in primary mathematics: Student teachers record their experiences, Mathematics Education Review, 11, 46-58.
Konyalıoğlu, A.C., Aksu, Z., Şenel, E.Ö., Tortumlu, N. 2010. Ma- tematik Öğretmen Adaylarının Matematik Soru Çözümlerin- de Yapılan Hataların Nedenlerini Sorgulama Becerilerinin İncelenmesi. Uluslararası Öğretmen Yetiştirme Politikaları ve Sorunları Sempozyumu II.
Hacettepe Üniversitesi, Mayıs 2010, Ankara. 29 Haziran 2010 tarihinde http://www.egitim. hacettepe.edu.tr/belge/UOYPSS2_BildiriKitabi.pdf adresin- den indirilmiştir.
National Council of Teachers of Mathematics 1989. Curriculum and evaluation standards for school mathematics. Reston, V.A: Author. NCTM.
National Council of Teachers of Mathematics 1991. Professional standards for teaching mathematics. Reston, V.A: Author. NCTM.
Park, S., Oliver, J.S. 2008. Revisiting the conceptualization of peda- gogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38: 261–284.
Shulman, L. 1986. Those who understand: knowledge growth in te- aching. Educational Researcher, 15 (2): 4-14. Yıldırım, A., Şimşek, H. 2008. Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.

There are 11 citations in total.

Details

Journal Section	Matematik / Mathematics
Authors	Merve Özkaya Alper Cihan Konyalıoğlu This is me Solmaz Damla Gedı̇k This is me
Publication Date	June 30, 2013
Submission Date	September 12, 2012
Acceptance Date	December 17, 2012
Published in Issue	Year 2013 Volume: 3 Issue: 2

Cite

APA	Özkaya, M., Konyalıoğlu A. C., & Gedı̇k S. D. (2013). Pre-Service Mathematics Teachers’ Approaches to Students’ Possible Mistakes in Exponential and Square Root Numbers. Journal of the Institute of Science and Technology, 3(2), 49-54.
AMA	Özkaya M, Konyalıoğlu AC, Gedı̇k SD. Pre-Service Mathematics Teachers’ Approaches to Students’ Possible Mistakes in Exponential and Square Root Numbers. J. Inst. Sci. and Tech. June 2013;3(2):49-54.
Chicago	Özkaya, Merve, Konyalıoğlu Alper Cihan, and Gedı̇k Solmaz Damla. “Pre-Service Mathematics Teachers’ Approaches to Students’ Possible Mistakes in Exponential and Square Root Numbers”. Journal of the Institute of Science and Technology 3, no. 2 (June 2013): 49-54.
EndNote	Özkaya M, Konyalıoğlu AC, Gedı̇k SD (June 1, 2013) Pre-Service Mathematics Teachers’ Approaches to Students’ Possible Mistakes in Exponential and Square Root Numbers. Journal of the Institute of Science and Technology 3 2 49–54.
IEEE	M. Özkaya, Konyalıoğlu A. C., and Gedı̇k S. D., “Pre-Service Mathematics Teachers’ Approaches to Students’ Possible Mistakes in Exponential and Square Root Numbers”, J. Inst. Sci. and Tech., vol. 3, no. 2, pp. 49–54, 2013.
ISNAD	Özkaya, Merve et al. “Pre-Service Mathematics Teachers’ Approaches to Students’ Possible Mistakes in Exponential and Square Root Numbers”. Journal of the Institute of Science and Technology 3/2 (June 2013), 49-54.
JAMA	Özkaya M, Konyalıoğlu AC, Gedı̇k SD. Pre-Service Mathematics Teachers’ Approaches to Students’ Possible Mistakes in Exponential and Square Root Numbers. J. Inst. Sci. and Tech. 2013;3:49–54.
MLA	Özkaya, Merve et al. “Pre-Service Mathematics Teachers’ Approaches to Students’ Possible Mistakes in Exponential and Square Root Numbers”. Journal of the Institute of Science and Technology, vol. 3, no. 2, 2013, pp. 49-54.
Vancouver	Özkaya M, Konyalıoğlu AC, Gedı̇k SD. Pre-Service Mathematics Teachers’ Approaches to Students’ Possible Mistakes in Exponential and Square Root Numbers. J. Inst. Sci. and Tech. 2013;3(2):49-54.