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ÖĞRETMEN ADAYLARININ MATEMATİKSEL DÜŞÜNMEYE ODAKLI ÖĞRETİMİ PLANLAMA BECERİLERİNİN İNCELENMESİ

Year 2013, Volume: 21 Issue: 3, 841 - 864, 15.07.2016

Abstract

Bu araştırma ile öğrencilerin matematiksel düşünmelerine odaklanmayı temel alan öğretim programına katılan öğretmen adaylarının yapmış oldukları planların incelenmesi amaçlanmıştır. Araştırmada deneysel araştırma desenlerinden tekrarlı ölçümler deseni ile nitel araştırma desenlerinden doküman incelemesini içeren karma araştırma deseni kullanılmıştır. 2010–2011 öğretim yılı bahar döneminde 40 ortaöğretim matematik öğretmen adayı ile literatürde yer alan öğrencilerin matematiksel düşünmelerine odaklanmayı temel alan öğretim uygulamalarının karması olma özelliğini taşıyan bir öğretim uygulaması gerçekleştirilmiştir. Öğretim uygulaması öncesinde ve sonrasında öğretmen adaylarına üst düzey düşünme süreçlerini içeren bir problem verilerek planlar yapmaları istenmiştir. Bu planlar Ders Planlama Öğeleri Rubriği ile incelenerek analiz edilmiştir. Yapılan analizler sonrasında öğretmen adaylarının planlarının incelenen öğelere göre öğretim öncesi ve sonrasında farklılaştığı görülmüştür.

References

  • Alkan, H. ve Güzel, E. B. (2005). Öğretmen Adaylarında Matematiksel Düşünmenin Gelişimi. Gazi Eğitim Fakültesi Dergisi, 25 (3), 221-236
  • Büyüköztürk, Ş.; Çakmak, E. K.; Akgün, Ö. E.; Karadeniz, Ş. ve Demirel, F. (2008). Bilimsel Araştırma Yöntemleri. Pegem Akademi Yay., Ankara.
  • Barnett, C. (1998). Mathematics teaching cases as a catalyst for informed strategic inquiry. Te- aching and Teacher Education, 14(1), 81-93.
  • Boston, M. D. (2006). Developing Secondary Mathematics Teachers’ Knowledge of and Ca- pacity to Implement Instructional Tasks with High Level Cognitive Demands. Unpublished dissertation, University of Pittsburgh.
  • Crespo, S. (2000). Seeing more than right and wrong answers: Prospective teachers’ interpre- tations of students’ mathematical work. Journal of Mathematics Teacher Education, 3(2), 155-181.
  • Fennema, E., Carpenter, T. P., Franke, M. L., Levi, L., Jacobs, V. B., ve Empson, S. B. (1996). A longitudinal study of learning to use children’s thinking in mathematics instruction. Journal for Research in Mathematics Education, 27(4), 403-434.
  • Fernandez, M. L. (2005). Explorıng “Lesson Study” In Teacher Preparatıon. In Chick, H. L. & Vincent, J. L. (Eds.). Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, pp. 305-312. Melbourne: PME.
  • Fernandez, C., Cannon, J., & Chokshi, S. (2003). A US-Japan lesson study collaboration reveals critical lenses for examining practice. Teaching and Teacher Education, 19, 171-185.
  • Franke, M. L., ve Kazemi, E. (2001). Learning to teach mathematics: Focus on student thinking. Theory Into Practice, 40(2), 102-109.
  • Henderson, P.B., Baldwin, D., Dasigi, V., Dupras, M., Fritz, S. J., Ginat, D., vd. (2001). Stri- ving for Mathematical Thinking. ITiCSE 2000 Working Group Report, SIGCSE Bulletin - Inroads, Vol. 33, No. 4, (Dec 2001) s. 114-124. <blue.butler.edu/~phenders/striving.doc > Erişim tarihi: 30.03.2010
  • Henderson, P. B., Fritz, S. J., Hamer, J., Hitcher, L., Marion, B., Riedesel, C. ve Scharf, C. (2002). Materials development in support of mathematical thinking. ITiCSE 2002 working group report ACM SIGCSE Bulletin Vol. 35 , Is. 2 (June 2003) s. 185 – 190. <http://www. cs.geneseo.edu/~baldwin/math-thinking/iticse2002-paper.pdf> Erişim tarihi: 30.03.2010
  • Henningsen, M., ve Stein, M. K. (1997). Mathematical tasks and student cognition: Classroom based factors that support and inhibit high-level mathematical thinking. Journal for Rese- arch in Mathematics Education, 28(5), 524-549
  • High-Level Algebra and Geometry Tasks: Resources for Both Student and Teacher Learning (2008). <http://cnx.org/content/m15958/latest/> Erişim terihi: 03 Kasım 2010
  • Hughes, E. K. (2006). Lesson Planning As A Vehicle For Developing Pre-Service Secondary Te- achers’ Capacity To Focus On Students’ Mathematical Thinking. Unpublished dissertation, University of Pittsburgh.
  • Hughes, E. K., ve Smith, M. S. (2004). Thinking through a lesson: Lesson planning as evidence of and a vehicle for teacher learning., Annual Meeting of the American Educational Rese- arch Association. San Diego, CA.
  • Johnson, B. ve Christensen, L. (2004). Educational Research: Quantitative, Qualitative and Mixed Approaches (Second Edition). Pearson Education, Inc., Boston.
  • Johnson, R. B., and Onwuegbuzıe, A. J. (2004). Mixed Methods Research: A Research Para- digm Whose Time Has Come. Educational Researcher, 33(7), 14–26.
  • Kazemi, E., ve Franke, M. L. (2004). Teacher learning in mathematics: Using student work to promote collective inquiry. Journal of Mathematics Teacher Education, 7, 203-235
  • Lesson Study Research Group (2002). Teachers College, Columbia University. <http://www. tc.columbia.edu/lessonstudy/lessonstudy.html> Erişim tarihi: 15.04.2010
  • Lewis, C., ve Tsuchida, I. (1998). A lesson is like a swiftly flowing river: Research lessons and the improvement of Japanese education. American Educator, 22(4), 14-17 ve 50-52.
  • Little, J., Gearhart, M., Curry, M., ve Kafka, J. (2003). Looking at student work for teacher lear- ning, teacher community and school reform. Phi Delta Kappan, 85(3), 185-192.
  • Masingila, J., ve Doerr, H. M. (2002). Understanding pre-service teachers’ emerging practices through their analyses of a multimedia case study of practice. Journal of Mathematics Teac- her Education, 5, 235-263.
  • Milli Eğitim Bakanlığı [MEB] (2005). Orta Öğretim Matematik (9,10,11 Ve 12. Sınıflar) Dersi Öğretim Programı. Ankara.
  • Metz, M. L. D. (2007). A Study of High School Mathematics Teachers’ Ability to Identify and Create Questions That Support Students’ Understanding of Mathematics. Unpublished dis- sertation, University of Pittsburgh.
  • Miles, M. B. ve Huberman, A. M. (1994). Qualitative data analysis. Second edition. London: SAGE
  • National Research Council [NRC] (2001). Adding it up: Helping children learn mathematics. Washington, D. C.: National Academy Pres. <http://www.nap.edu/openbook.php?record_ id=9822vepage=315> Erişim tarihi: 30.03.2010
  • Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü [ÖYEGM] (2008). Matematik Öğretmeni Özel Alan Yeterlikleri. Milli Eğitim Bakanlığı Öğretmen Yetiştirme ve Eğitimi Genel Mü- dürlüğü. Ankara. <http://otmg.meb.gov.tr/alanmatematik.html#> Erişim tarihi: 30.03.2010
  • Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü [ÖYEGM] (2009). Özel Alan Yeterlik- leri Matematik Komisyonu 2.Dönem Raporu. Milli Eğitim Bakanlığı Öğretmen Yetiştirme ve Eğitimi Genel Müdürlüğü. Ankara. <http://otmg.meb.gov.tr/belgeler/raporlar/matema- tik%20rapor%202.pdf> Erişim tarihi: 30.03.2010
  • Schifter, D. (1998). Learning mathematics for teaching: From a teachers’ seminar to the classro- om. Journal of Mathematics Teacher Education, 1(1), 55-87.
  • Sherin, M. (2001). Developing a professional vision of classroom events. In T. Wood, B. Nelson ve J. Warfield (Eds.), Beyond classical pedagogy: Teaching elementary school mathematics (pp. 75-93). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Sherin, M., ve Han, S. Y. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20, 163-183.
  • Stacey, K. (2006). What is mathematical thinking and why is it important? Proceedings of APEC - Tsukuba International Conference 2006 “Innovative Teaching Mathematics through Les- son Study (II)”- Focusing on Mathematical Thinking - Dec 2 - Dec7, 2006, Tokyo ve Sap- poro, JAPAN. <http://www.apecneted.org/resources/files/12_3-4_06_1_Stacey.pdf> Erişim tarihi: 30.03.2010
  • Stein, M. K., Engle, R. A., Hughes, E. K., & Smith, M. S. (2008). Orchestrating productive mat- hematical discussions: Five Practices for Helping Teachers Move Beyond Show and Tell. Mathematical Thinking and Learning, 10, 313–340.
  • Stein, M. K., Grover, B. W., ve Henningsen, M. (1996). Building student capacity for mathema- tical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Education Research Journal, 33, 455-488.
  • Steın, M. K. ve Smith, M. S. (1998). Mathematical tasks as a framework for reflection: from research to practice. Mathematics Teaching in The Middle School, 3, 268-75.
  • Stein, M. K., Smith, M. S., Henningsen, M., & Silver, E. A. (2000). Implementing standards based mathematics instruction: A casebook for professional development. New York: Te- achers College Press.
  • Swafford, J., Jones, G., ve Thornton, C. (1997). Increased knowledge in geometry and instructi- onal practice. Journal for Research in Mathematics Education, 28(4), 467-483.
  • Vacc, N. N., ve Bright, G. W. (1999). Elementary preservice teachers’ changing beliefs and instructional use of children’s mathematical thinking. Journal for Research in Mathematics Education, 30(1), 89-110.
  • Warfield, J. (2001). Where mathematics content knowledge matters: Learning about and buil- ding on children’s mathematical thinking. In B. S. N. T. Wood, ve J. Warfield (Ed.), Beyond classical pedagogy: Teaching elementary school mathematics içerisinde (s. 135-155). Mah- wah, NJ: Lawrence Erlbaum Associates.
  • Wang-Iverson, P. (2002). What is Lesson Study? Research for Beter Schools- RBS Currents, v. 5, no. 2. Spring/Summer 2002.
  • Weiss, I. R., Pasley, J. D., Smith, P. S., Banilower, E. R., ve Heck, D. J. (2003). Looking inside the classroom: A study of K-12 mathematics and science education in the United States. Chapel Hill, NC: Horizon Research. <http://www.horizon-research.com/insidetheclassro- om/reports/highlights/highlights.pdf> Erişim tarihi: 30.03.2010
  • Yoshida, M. (1999). Lesson study: A case study of a Japanese approach to improving instruc- tion through school-based teacher development. Unpublished dissertation, University of Chicago.
  • EK 1. Özel Tişörtler Problemi Çerçevesinde Bir Ders Planlama2
  • Öğrencilerinizle doğrusal fonksiyonlar konusunda çalıştığınızı düşününüz. İşleye
  • ceğiniz derste kullanmak için Özel Tişörtler Problemini seçtiniz. Özel Tişörtler Problemini temel alan bir ders planlayınız. Gereksinimlerinize uy
  • ması için problemde isteğiniz değişiklikleri yapabilirsiniz. Lütfen planınızı mümkün
  • olduğu kadar çok ayrıntılarıyla tanımlayınız. Planlamasını yaptığınız ders için ekte yer alan planlama öğelerini dikkate alarak
  • planlama yapınız. Özel Tişörtler Yerel spor takımları için tişörtlere yazı ya da resim basan bir şirket olan Özel Ti
  • şörtler Şirketi tasarım yapmak için bir defalık ücret olarak 15 TL artı baskı yapılan
  • her tişört için ücret olarak 8 TL almaktadır. Bir başka şirket olan Seçkin Tişörtler Şirketi bastığı tasarımı yapmak için bir
  • defalık ücret olarak 18 TL artı her tişört için ücret olarak 5 TL almaktadır. Hangi şirkete sipariş vermek daha avantajlıdır? Gerekçenizi açıklayınız.

INVESTIGATION OF PRESERVICE TEACHERS’ PLANNİNG SKILLS FOCUSED ON MATHEMATICAL THINKING

Year 2013, Volume: 21 Issue: 3, 841 - 864, 15.07.2016

Abstract

In this study, it is aimed to investigate the lesson plans of preservice teachers, participated in an instructional programme which focused on students’ mathematical thinking. In the research, mixed methods research including repeated measures design and content analysis was used. In 2010–2011 Spring semester an instructional programme, which is a mixed model of the instructional practices that focused on students’ mathematical thinking in the literature, was implemented with 40 preservice secondary mathematics teachers. Before and after the instructional programme, a problem including higher-level demands was given to preservice teachers and asked for making lesson plans. The plans were analyzed using the Scoring Rubric for Attention to Students’ Thinking. The analysis showed that there are differences in the plans of preservice teachers with respect to the components of scoring rubric before and after the instructional programme.

References

  • Alkan, H. ve Güzel, E. B. (2005). Öğretmen Adaylarında Matematiksel Düşünmenin Gelişimi. Gazi Eğitim Fakültesi Dergisi, 25 (3), 221-236
  • Büyüköztürk, Ş.; Çakmak, E. K.; Akgün, Ö. E.; Karadeniz, Ş. ve Demirel, F. (2008). Bilimsel Araştırma Yöntemleri. Pegem Akademi Yay., Ankara.
  • Barnett, C. (1998). Mathematics teaching cases as a catalyst for informed strategic inquiry. Te- aching and Teacher Education, 14(1), 81-93.
  • Boston, M. D. (2006). Developing Secondary Mathematics Teachers’ Knowledge of and Ca- pacity to Implement Instructional Tasks with High Level Cognitive Demands. Unpublished dissertation, University of Pittsburgh.
  • Crespo, S. (2000). Seeing more than right and wrong answers: Prospective teachers’ interpre- tations of students’ mathematical work. Journal of Mathematics Teacher Education, 3(2), 155-181.
  • Fennema, E., Carpenter, T. P., Franke, M. L., Levi, L., Jacobs, V. B., ve Empson, S. B. (1996). A longitudinal study of learning to use children’s thinking in mathematics instruction. Journal for Research in Mathematics Education, 27(4), 403-434.
  • Fernandez, M. L. (2005). Explorıng “Lesson Study” In Teacher Preparatıon. In Chick, H. L. & Vincent, J. L. (Eds.). Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, pp. 305-312. Melbourne: PME.
  • Fernandez, C., Cannon, J., & Chokshi, S. (2003). A US-Japan lesson study collaboration reveals critical lenses for examining practice. Teaching and Teacher Education, 19, 171-185.
  • Franke, M. L., ve Kazemi, E. (2001). Learning to teach mathematics: Focus on student thinking. Theory Into Practice, 40(2), 102-109.
  • Henderson, P.B., Baldwin, D., Dasigi, V., Dupras, M., Fritz, S. J., Ginat, D., vd. (2001). Stri- ving for Mathematical Thinking. ITiCSE 2000 Working Group Report, SIGCSE Bulletin - Inroads, Vol. 33, No. 4, (Dec 2001) s. 114-124. <blue.butler.edu/~phenders/striving.doc > Erişim tarihi: 30.03.2010
  • Henderson, P. B., Fritz, S. J., Hamer, J., Hitcher, L., Marion, B., Riedesel, C. ve Scharf, C. (2002). Materials development in support of mathematical thinking. ITiCSE 2002 working group report ACM SIGCSE Bulletin Vol. 35 , Is. 2 (June 2003) s. 185 – 190. <http://www. cs.geneseo.edu/~baldwin/math-thinking/iticse2002-paper.pdf> Erişim tarihi: 30.03.2010
  • Henningsen, M., ve Stein, M. K. (1997). Mathematical tasks and student cognition: Classroom based factors that support and inhibit high-level mathematical thinking. Journal for Rese- arch in Mathematics Education, 28(5), 524-549
  • High-Level Algebra and Geometry Tasks: Resources for Both Student and Teacher Learning (2008). <http://cnx.org/content/m15958/latest/> Erişim terihi: 03 Kasım 2010
  • Hughes, E. K. (2006). Lesson Planning As A Vehicle For Developing Pre-Service Secondary Te- achers’ Capacity To Focus On Students’ Mathematical Thinking. Unpublished dissertation, University of Pittsburgh.
  • Hughes, E. K., ve Smith, M. S. (2004). Thinking through a lesson: Lesson planning as evidence of and a vehicle for teacher learning., Annual Meeting of the American Educational Rese- arch Association. San Diego, CA.
  • Johnson, B. ve Christensen, L. (2004). Educational Research: Quantitative, Qualitative and Mixed Approaches (Second Edition). Pearson Education, Inc., Boston.
  • Johnson, R. B., and Onwuegbuzıe, A. J. (2004). Mixed Methods Research: A Research Para- digm Whose Time Has Come. Educational Researcher, 33(7), 14–26.
  • Kazemi, E., ve Franke, M. L. (2004). Teacher learning in mathematics: Using student work to promote collective inquiry. Journal of Mathematics Teacher Education, 7, 203-235
  • Lesson Study Research Group (2002). Teachers College, Columbia University. <http://www. tc.columbia.edu/lessonstudy/lessonstudy.html> Erişim tarihi: 15.04.2010
  • Lewis, C., ve Tsuchida, I. (1998). A lesson is like a swiftly flowing river: Research lessons and the improvement of Japanese education. American Educator, 22(4), 14-17 ve 50-52.
  • Little, J., Gearhart, M., Curry, M., ve Kafka, J. (2003). Looking at student work for teacher lear- ning, teacher community and school reform. Phi Delta Kappan, 85(3), 185-192.
  • Masingila, J., ve Doerr, H. M. (2002). Understanding pre-service teachers’ emerging practices through their analyses of a multimedia case study of practice. Journal of Mathematics Teac- her Education, 5, 235-263.
  • Milli Eğitim Bakanlığı [MEB] (2005). Orta Öğretim Matematik (9,10,11 Ve 12. Sınıflar) Dersi Öğretim Programı. Ankara.
  • Metz, M. L. D. (2007). A Study of High School Mathematics Teachers’ Ability to Identify and Create Questions That Support Students’ Understanding of Mathematics. Unpublished dis- sertation, University of Pittsburgh.
  • Miles, M. B. ve Huberman, A. M. (1994). Qualitative data analysis. Second edition. London: SAGE
  • National Research Council [NRC] (2001). Adding it up: Helping children learn mathematics. Washington, D. C.: National Academy Pres. <http://www.nap.edu/openbook.php?record_ id=9822vepage=315> Erişim tarihi: 30.03.2010
  • Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü [ÖYEGM] (2008). Matematik Öğretmeni Özel Alan Yeterlikleri. Milli Eğitim Bakanlığı Öğretmen Yetiştirme ve Eğitimi Genel Mü- dürlüğü. Ankara. <http://otmg.meb.gov.tr/alanmatematik.html#> Erişim tarihi: 30.03.2010
  • Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü [ÖYEGM] (2009). Özel Alan Yeterlik- leri Matematik Komisyonu 2.Dönem Raporu. Milli Eğitim Bakanlığı Öğretmen Yetiştirme ve Eğitimi Genel Müdürlüğü. Ankara. <http://otmg.meb.gov.tr/belgeler/raporlar/matema- tik%20rapor%202.pdf> Erişim tarihi: 30.03.2010
  • Schifter, D. (1998). Learning mathematics for teaching: From a teachers’ seminar to the classro- om. Journal of Mathematics Teacher Education, 1(1), 55-87.
  • Sherin, M. (2001). Developing a professional vision of classroom events. In T. Wood, B. Nelson ve J. Warfield (Eds.), Beyond classical pedagogy: Teaching elementary school mathematics (pp. 75-93). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Sherin, M., ve Han, S. Y. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20, 163-183.
  • Stacey, K. (2006). What is mathematical thinking and why is it important? Proceedings of APEC - Tsukuba International Conference 2006 “Innovative Teaching Mathematics through Les- son Study (II)”- Focusing on Mathematical Thinking - Dec 2 - Dec7, 2006, Tokyo ve Sap- poro, JAPAN. <http://www.apecneted.org/resources/files/12_3-4_06_1_Stacey.pdf> Erişim tarihi: 30.03.2010
  • Stein, M. K., Engle, R. A., Hughes, E. K., & Smith, M. S. (2008). Orchestrating productive mat- hematical discussions: Five Practices for Helping Teachers Move Beyond Show and Tell. Mathematical Thinking and Learning, 10, 313–340.
  • Stein, M. K., Grover, B. W., ve Henningsen, M. (1996). Building student capacity for mathema- tical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Education Research Journal, 33, 455-488.
  • Steın, M. K. ve Smith, M. S. (1998). Mathematical tasks as a framework for reflection: from research to practice. Mathematics Teaching in The Middle School, 3, 268-75.
  • Stein, M. K., Smith, M. S., Henningsen, M., & Silver, E. A. (2000). Implementing standards based mathematics instruction: A casebook for professional development. New York: Te- achers College Press.
  • Swafford, J., Jones, G., ve Thornton, C. (1997). Increased knowledge in geometry and instructi- onal practice. Journal for Research in Mathematics Education, 28(4), 467-483.
  • Vacc, N. N., ve Bright, G. W. (1999). Elementary preservice teachers’ changing beliefs and instructional use of children’s mathematical thinking. Journal for Research in Mathematics Education, 30(1), 89-110.
  • Warfield, J. (2001). Where mathematics content knowledge matters: Learning about and buil- ding on children’s mathematical thinking. In B. S. N. T. Wood, ve J. Warfield (Ed.), Beyond classical pedagogy: Teaching elementary school mathematics içerisinde (s. 135-155). Mah- wah, NJ: Lawrence Erlbaum Associates.
  • Wang-Iverson, P. (2002). What is Lesson Study? Research for Beter Schools- RBS Currents, v. 5, no. 2. Spring/Summer 2002.
  • Weiss, I. R., Pasley, J. D., Smith, P. S., Banilower, E. R., ve Heck, D. J. (2003). Looking inside the classroom: A study of K-12 mathematics and science education in the United States. Chapel Hill, NC: Horizon Research. <http://www.horizon-research.com/insidetheclassro- om/reports/highlights/highlights.pdf> Erişim tarihi: 30.03.2010
  • Yoshida, M. (1999). Lesson study: A case study of a Japanese approach to improving instruc- tion through school-based teacher development. Unpublished dissertation, University of Chicago.
  • EK 1. Özel Tişörtler Problemi Çerçevesinde Bir Ders Planlama2
  • Öğrencilerinizle doğrusal fonksiyonlar konusunda çalıştığınızı düşününüz. İşleye
  • ceğiniz derste kullanmak için Özel Tişörtler Problemini seçtiniz. Özel Tişörtler Problemini temel alan bir ders planlayınız. Gereksinimlerinize uy
  • ması için problemde isteğiniz değişiklikleri yapabilirsiniz. Lütfen planınızı mümkün
  • olduğu kadar çok ayrıntılarıyla tanımlayınız. Planlamasını yaptığınız ders için ekte yer alan planlama öğelerini dikkate alarak
  • planlama yapınız. Özel Tişörtler Yerel spor takımları için tişörtlere yazı ya da resim basan bir şirket olan Özel Ti
  • şörtler Şirketi tasarım yapmak için bir defalık ücret olarak 15 TL artı baskı yapılan
  • her tişört için ücret olarak 8 TL almaktadır. Bir başka şirket olan Seçkin Tişörtler Şirketi bastığı tasarımı yapmak için bir
  • defalık ücret olarak 18 TL artı her tişört için ücret olarak 5 TL almaktadır. Hangi şirkete sipariş vermek daha avantajlıdır? Gerekçenizi açıklayınız.
There are 51 citations in total.

Details

Other ID JA43RB22YJ
Journal Section Review Article
Authors

Gülcan Öztürk

Gözde Akyüz This is me

Publication Date July 15, 2016
Published in Issue Year 2013 Volume: 21 Issue: 3

Cite

APA Öztürk, G., & Akyüz, G. (2016). INVESTIGATION OF PRESERVICE TEACHERS’ PLANNİNG SKILLS FOCUSED ON MATHEMATICAL THINKING. Kastamonu Eğitim Dergisi, 21(3), 841-864.

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