Investigating Pre-Service Elementary Mathematics Teachers’ Perception of Integral

Year 2020, Volume: 51 Issue: 51, 155 - 176, 15.01.2020

Özkan Ergene , Ahmet Şükrü Özdemir

https://doi.org/10.15285/maruaebd.622149

Cited By: 2

Abstract

The purpose of this research study is to examine the perceptions of the pre-service elementary maths teachers who attended a teaching application enriched with the modelling activities toward integral concept within the context of anxiety, attitude, and daily life usage awareness. While the quantitative data of the research were obtained from the Perception Scale for the Concept of Integral that was developed by the researchers and whose validity and reliability studies were conducted, the qualitative data of the research were gathered through the semi-structured interviews. At the end of the study, it has been seen that the teaching application enriched with the modelling activities decreased the anxiety levels of pre-service teachers toward the integral and increased their attitude and awareness levels regarding its usage in daily life.

Keywords

Teaching Application, Modelling Activities, Integral, Anxiety, Attitude, Daily Life Usage

İlköğretim Matematik Öğretmeni Adaylarının İntegrale Yönelik Algılarının İncelenmesi

Abstract

Bu araştırmanın amacı modelleme etkinlikleri ile zenginleştirilmiş bir öğretim uygulamasına katılan ilköğretim matematik öğretmeni adaylarının integral kavramına yönelik kaygı, tutum ve integralin günlük hayatta kullanımına ilişkin farkındalık düzeylerinin incelenmesidir. Araştırmanın nicel verileri araştırmacılar tarafından geliştirilen geçerlik ve güvenirlik çalışmaları yapılmış integrale yönelik algı ölçeği ile nitel verileri ise yarı yapılandırılmış görüşmeler ile toplanmıştır. Araştırmada, modelleme etkinlikleri ile zenginleştirilmiş öğretim uygulamasının öğretmen adaylarının integral kavramına yönelik kaygı düzeylerini düşürdüğü, tutum ve günlük hayat kullanımına ilişkin farkındalık düzeylerini ise yükselttiği sonucuna ulaşılmıştır.

Keywords

Öğretim Uygulaması, Modelleme Etkinlikleri, İntegral, Kaygı, Tutum, Günlük Hayat Kullanımı Farkındalığı

References

• Arzarello, F., Ferrara, F., & Robutti, O. (2012). Mathematical modelling with technology: the role of dynamic representation. Teaching Mathematics and its Applications: An International Journal of the IMA, 31(1), 20–30.
• Baki, A., & Bell, A. (1997). Ortaöğretim matematik öğretimi. [Secondary mathematics teaching]. Ankara: YÖK
• Bandura, A. (1997). Self-Efficacy: The exercise of control. ABD: W.H. Freeman and Company
• Barber, P. J., & Legge, D. (2019). Perception and information. Psychology Library Editions: Perception.
• Camacho, M., Depool, R., & Santos-Trigo, M. (2009). Students’ use of Derive software in comprehending and making sense of definite integral and area concepts. CBMS Issues in Mathematics Education, 16, 35-67
• Campbell K., & Evans C. (1997). Gender issues in the classroom: A comparison of mathematics anxiety. Education, 117 (3), 332-339.
• Capar, G., & Kamuran, T. (2015). Efficacy of the cooperative learning method on mathematics achievement and attitude: A Meta-Analysis Research. Educational Sciences: Theory and Practice, 15(2), 553-559.
• Carraway, C. (1987). Determining the relationship of nursing test scores and test-anxiety levels before and after a test-taking strategy seminar. (ERIC Document Reproduction Service No. ED 318 498).
• Driver, D. (2012). The impact on student achievement of when CAS technology is introduced. Teaching Mathematics and its Applications: An International Journal of the IMA, 31(1), 3–10.
• Elmore, P. B., & Vasu, E. S. (1980). Relationship between selected variables and statistics achievement: Building a theoretical model. Journal of Educational Psychology, 72, 457–467.
• Ergene, Ö., & Özdemir, A. Ş. (in press). Development of the perception scale for the concept of integral. Croatian Journal of Education.
• Ergene, Ö. (2014). İntegral hacim problemleri çözüm sürecindeki bireysel ilişkilerin uygulama topluluğu bağlamında incelenmesi. [Investigation of personal relati̇onship in integral volume problems solving process within communities of practices]. (Unpublished master dissertation). Marmara Üniversitesi. Türkiye.
• Ergene, Ö. (2019). Matematik öğretmeni adaylarının Riemann toplamlarını kullanarak modelleme yoluyla belirli integrali anlama durumlarının incelenmesi. [Investigation of pre-service mathematics teachers' understanding of definite integral through modelling by using riemann sums]. (Unpublished doctoral dissertation). Marmara Üniversitesi. Türkiye.
• Falsetti, M. C., & Rodríguez, M. A. (2005). A proposal for improving students' mathematical attitude based on mathematical modelling. Teaching Mathematics and its Applications: An International Journal of the IMA, 24(1), 14–28.
• Fennema, E., & Sherman, J. A. (1976). Fennema-Sherman Mathematics Attitude Scale: Instruments designed to measure attitudes toward the learning of mathematics by females and males. Journal for Research in Mathematics Education, 7(5), 324–326.
• Fulkerson, K. F., Galassi, J. P., & Galassi, M. D. (1984). Relation between cognitions and performance in math anxious students: A failure of cognitive theory. Journal of Counseling Psychology, 31(3), 376-382.
• Garson, G. D. (2012). Testing Statistical Assumptions. Statistical Associates Publishing. Blue Book Series. USA.
• Golding, J., Smith, C., & Blaylock, M. J. (2018). Learning to teach contextualized problem-solving in a non-calculus mathematics pathway. Teaching Mathematics and its Applications: An International Journal of the IMA, 37(2), 69–83.
• Gravemeijer, K. (2007). Emergent modelling as precursor to mathematical modelling. In W. Blum, P. Galbraith, W. Henn & M. Niss, Modelling and applications in mathematics education. The 14th ICMI Study (pp. 137-144). New York: NY: Springer.
• Heid, M. K. (2003). Theories for thinking about the use of CAS in teaching and learning mathematics. In J. T. Fey, A. Cuoco, C. Kieran, L. McMullin, & R. M. Zbiek (Eds.), Computer algebra systems in secondary school mathematics education (pp.33-52). Reston, VA: National Council of Teachers in Mathematics.
• Kline, R. B. (2011). Principles and practice of structural equation modeling (3th ed.). New York: The Guilford Press.
• Ma, X., & Xu, J. (2004). The Causal ordering of mathematics anxiety and mathematics achievement: a longitudinal panel analysis. Journal of Adolescence, 27 (2), 165-179. Ministry of National Education (MoNE) (2018). Ortaöğretim Matematik Dersi 9–12 Öğretim Programı. Talim Terbiye Kurulu Başkanlığı, Ankara.
• Nunnally, J. C., & Bernstein, I. H. (1994) Psychometric theory (3rd ed.). New York, NY: McGraw-Hill, Inc
• Orton, A. (1983). Student’s understanding of integration. Educational Studies in Mathematics, 14(1), 1-18.
• Özgen, K., & Pesen C. (2010). The self-efficacy perceptions of teachers as regardes problem-based learning approach in primary mathematics teaching. Sosyal Bilimler Dergisi, 24, 115- 135.
• Park, J., Park, M.S., Park, M., Cho, J., & Lee, K.H. (2013). Mathematical modelling as a facilitator to conceptualization of the derivative and the integral in a spreadsheet environment. Teaching Mathematics and its Applications: An International Journal of the IMA, 32(3), 123–139.
• Rasslan, S., & Tall, D. (2002). Definitions and images for the definite integral concept. In Cockburn A.; Nardi, E. (eds.) Proceedings of the 26th PME, 4, 89-96.
• Roberts, D. M., & Reese, C. M. (1987). A comparison of two scales measuring attitudes toward statistics. Educational and Psychological Measurement, 47, 759–764.
• Robinson, J. P., Shaver, P. R. & Wrightsman, L. S. (1991). Measures of personality and social psychological attitudes. CA: Academic Press, San Diego
• Rounds, J.B., & Hendel, D.D. (1980). Measurement and dimensionality of mathematics anxiety. Journal of Counseling Psychology, 27 (2), 138-149.
• Ruffell, M., Mason, J. & Barbara, A. (1998). Studying attitude to mathematics. Educational Studies in Mathematics, 35, 1-18.
• Ryan, J. (1998). Teacher development and use of portfolio assessment strategies and impact on instruction in mathematics. Unpublished EdD. Standford University in USA. Sealey, V. (2008). Calculus students' assimilation of the Riemann integral into a previously established limit structure. (Unpublished doctoral dissertation), Arizona: Arizona State University.
• Sevimli, E. (2013). Bilgisayar cebiri sistemi destekli öğretimin farklı düşünme yapısındaki öğrencilerin integral konusundaki temsil dönüşüm süreçlerine etkisi [The effect of a computer algebra system supported teaching on processes of representational transition in integral topics of students with different types of thinking]. (Unpublished doctoral dissertation). Marmara Üniversitesi, Türkiye.
• Tapia, M. & Marsh, G. E. (2004). The relationship of math anxiety and gender. Academic Exchange Quarterly, 8(2), 130-134.
• Taylor, K. & S. Walton. (1997). Co-opting standardized tests in the service of learning. Phi Delta Kappan, 66–70.
• Thompson, P. (1994). The development of the concept of speed and its relationship to concepts of rate. In G. Harel, & J. Confrey. The development of multiplicative reasoning in the learning of mathematics (pp. 181-234). Albany: NY: SUNY Pres
• Tobias, S. (1990). Math anxiety: an update. NACADA Journal, 10 (1), 47-50
• Vattanapath, R., & K. Jaiprayoon. (1999). An assessment of the effectiveness of teaching test-taking strategies for multiple-choice English reading comprehension test. Occasional Papers 8: 57–71.
• Wagner, J. F. (2017). Students’ obstacles to using Riemann sum interpretations of the definite integral. International Journal of Research in Undergraduate Mathematics Education. Volume 4, Issue 3, 327–356. DOI: https://doi.org/10.1007/s40753-017-0060-7.