The Tendency of Turkish Pre-service Teachers’ to Pose Word Problems

Year 2015, Volume: 6 Issue: 2, 163 - 178, 08.09.2015

Çiğdem Kılıç

https://doi.org/10.16949/turcomat.22429

Cited By: 1

Abstract

The aim of this study was to identify the problem posing tendency of preservice teachers (primary and mathematics) in structured problem posing situations. Participants were selected using a two-step sampling process in order to prevent bias. In the first sampling process, a total of 109 pre-service teachers participated in the study. Of these participants, 48 were pre-service primary school mathematics teachers and 61 were pre-service primary teachers who were in their sixth term of school. In the second sampling process, 10 volunteer participants were selected using purposeful sampling. It was found that participants had a tendency to pose result-centered problems (contextually inappropriate and irrelevant result-focused problems) and context-centered problems (standard and non-standard word problems). In some cases, participants did not pose any word problems.

Keywords: Problem posing, structured problem posing, word problem, pre-service primary mathematics teacher, pre-service primary teacher

Keywords

Problem posing, structured problem posing, word problem, pre-service primary mathematics teacher, pre-service primary teacher

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