Öğretmen Adaylarının Yapılandırmacı Matematiksel Problem Çözme Ortamları Oluşturabilmeye İlişkin Bilgi ve Becerilerinin İncelenmesi

Nadide Yılmaz

doi:10.53444/deubefd.1203388

EN TR

Öğretmen Adaylarının Yapılandırmacı Matematiksel Problem Çözme Ortamları Oluşturabilmeye İlişkin Bilgi ve Becerilerinin İncelenmesi

Öz

Bu çalışmada ortaokul matematik öğretmen adaylarının problem çözmeye yönelik pedagojik bilgilerini ortaya çıkarmak amaçlanmıştır. Çalışma Türkiye’de İç Anadolu bölgesinde yer alan bir devlet üniversitesinde gerçekleştirilmiştir. Çalışmaya 20 son sınıf öğretmen adayı katılmıştır. Öğretmen adayları grup olarak problem çözmeye ilişkin kazanımlara yönelik ders planı tasarlamışlar ve gerçek sınıf ortamında uygulama yapmışlardır. Öğretmen adaylarının rutin olmayan problemler hazırlayabildikleri ve bu problemlerin farklı stratejilerle çözülebildiği gözlenmiştir. Ayrıca bu problemlerin öğrencilerin seviyelerine uygun olduğu belirlenmiştir. Uygulamalar esnasında öğretmen adayları bazı bileşenlere (örn, problemi anlama, stratejinin uygulanması) yer vermelerine rağmen bazı bileşenlere (örn, problemin çözümü için bir strateji belirlenmesi, farklı problem çözme stratejilerine yer verme, tartışma ortamı oluşturma, öğrencilerin problem çözmeye ilişkin yaşayabilecekleri zorluk ve hatalar) yer vermekte çeşitli zorluklar yaşamışlardır. Problem çözme sürecinin önemli bir bileşeni olan değerlendirme aşamasına uygulama sürecinde hiçbir grubun yer vermemesi dikkat çekicidir. Elde edilen sonuçlardan hareketle öneriler sunulmuştur.

Anahtar Kelimeler

ortaokul matematik öğretmen adayları, , problem çözme, , problem çözmeye yönelik pedagojik bilgi

Kaynakça

Altun, M. (2006). The teacher trainees’ skills and opinions on solving non- routine mathematical problems. Paper presented at the 3rdInternational Conference on the Teaching of Mathematics, İstanbul.
Arıkan, E. E., ve Ünal, H. (2012). Farklı profillere sahip öğrenciler ile çoklu yoldan problem çözme. Bitlis Eren University The Journal of Science and Technology Journal, 1(2), 76–84.
Arslan, Ç., ve Altun, M. (2007). Learning to solve non-routine mathematical problems. Elementary Education Online, 6(1), 50-61.
Asman, D., ve Markovits, Z. (2009). Elementary school teachers' knowledge and beliefs regarding non-routine problems. Asia Pacific Journal of Education, 29(2), 229-249.
Aylar, E. (2017). Sınıf öğretmeni yetiştirme sürecinde problem çözmeye dair pedagojik alan bilgisine ilişkin çıkarımlar. Mersin Üniversitesi Eğitim Fakültesi Dergisi , 13(2) , 744-759.
Bodner, G. M., ve Domin, D. S. (2000). Mental models: The role of representations in problem solving in chemistry. University Chemistry Education, 4(1), 24-30.
Bommel, J.V., & Palmér, H. (2015). from solving problems to problem solving: Primary school teachers developing their mathematics teaching through collaborative professional development. KAPET, 11(1), 72-89.
Brad, A. (2011). A study of the problem-solving activity in high school students: Strategies and self-regulated learning. Acta Didactica Napocensia, 4(1), 21-30.
Cai, J. (2003). What research tells us about teaching mathematics through problem solving. In F. Lester (Ed.), Research and issues in teaching mathematics through problem solving (pp. 241–255). National Council for Curriculum and Assessment.
Cai, J, ve Lester, F. (2010). Why is teaching with problem solving important to student learning? National Council of Teachers of Mathematics.

Capraro, M. M., An, S. A., Ma, T., Rangel-Chavez, F. A., ve Harbaugh, A. (2012). An investigation of preservice teachers’ use of guess and check in solving a semi open-ended mathematics problem. Journal of Mathematical Behavior, 31(1), 105-116.
Carlson, M.P., ve Bloom, I. (2005). The cyclic nature of problem solving: An emergent multidimensional problem-solving framework, Educational studies in Mathematics, 58, 45-75.
Carrillo J., Climent N., Contreras L. C., ve Montes M. Á. (2019) Mathematics teachers’ specialised knowledge in managing problem-solving classroom tasks. In Felmer P., Liljedahl P., Koichu B. (eds) Problem Solving in Mathematics Instruction and Teacher Professional Development. Research in Mathematics Education. Springer.
Cengiz, N., Kline, K., ve Grant, T. (2011). Extending students’ mathematical thinking during whole-group discussions. Journal of Mathematics Teacher Education, 15(5), 1–20.
Chapman, O. (2002) Teaching Word Problems: What High School Teachers Value. Proceeding of the Annual Meeting [of the] North American Chapter of the Internetional Group the Psyhology of Matematics Education (24 th, Athens, GA, October 26-29, 2002) Volume 1-4.
Chapman, O. (2012). Prospective elementary school teachers’ ways of making sense of mathematical problem posing, PNA, 6(4), 135 – 146.
Chapman, O. (2015). Mathematics teachers’ knowledge for teaching problem solving. LUMAT: International Journal on Math, Science and Technology Education, 3(1), 19–36.
Charles, R.; Lester, F., ve O'Daffer, P. (1987). The analytic scoring scale. How to evaluate progress in problem-solving. Reston.
Charles, R., Lester, F. , ve O'Daffer, P. (1992). How to evaluate progress in problem solving. E.U.A.: NCTM. Conference Board of the Mathematical Sciences [CBMS]. (2001).The Mathematical Education of Teachers. American Mathematical Society and Mathematical Association of America.
Crisostomo, A. (2010). Students’ conceptual understanding and problem solving difficulties in physics using a concept based problem solving strategy. The International Journal of Learning, 17(6), 165-174.
Darragh, L., ve Radovic, D. (2019). Chaos, Control, and Need: Success and Sustainability of Professional Development in Problem Solving. In P. Felmer, P. Liljedahl, & B. Koichu (ds.), Problem Solving in Mathematics Instruction and Teacher Professional Development (pp. 339-358). Springer.
Fernandez, M. L., Hadaway, N. ve Wilson, J.W. (1994). Problem solving: Managing it all. The Mathematics Teacher, 87(3), 195-199.
Foster, C., Wake, G., & Swan, M. (2014). Mathematical knowledge for teaching problem solving: Lessons from lesson study. In S. Oesterle, P. Liljedahl, C. Nicol & D. Allan (Eds.), Proceedings of the Joint Meeting of PME 38 and PME-NA 36 (Vol. 3, pp. 97–104). Vancouver: PME.
Funke, J., Fischer, A., Holt, D.V., (2018). Competencies for complexity: Problem solving in the 21st century. In E. Care, P Griffin, M. Wilson, (eds.), Assessment and Teaching of 21st Century Skills: Research and Applications. Springer, Dordrecht.
González, G., ve Eli, J.A. (2017). Prospective and in-service teachers’ perspectives about launching a problem. Journal of Mathematics Teacher Eduation, 20, 159–201.
Gökkurt, B., Örnek, T., Hayat, F., ve Soylu, Y. (2015). Öğrencilerin Problem Çözme Ve Problem Kurma Becerilerinin Değerlendirilmesi, Bartın Üniversitesi Eğitim Fakültesi Dergisi, 4(2), 751-774.
Gür, H., ve Korkmaz, E. (2003). İlköğretim 7. Sınıf öğrencilerinin problem ortaya atma becerilerinin belirlenmesi. Matematikçiler Derneği Matematik Köşesi Makaleleri. http://www.matder.org.tr adresinden 13 Ekim 2022 tarihinde edinilmiştir.
Gürbüz, R., ve Güder, Y. (2016). Matematik öğretmenlerinin problem çözmede kullandıkları stratejiler. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17(2), 371-386.
Halmos, P. R. (1980). The heart of mathematics. The American Mathematical Monthly, 87(7), 519-524.
Hähkiöniemi, M., ve Francisco, J. (2019). Teacher Guidance in Mathematical Problem-Solving Lessons : Insights from Two Professional Development Programs. In P. Felmer, P. Liljedahl, & B. Koichu (Eds.), Problem Solving in mathematics ınstruction and teacher professional development (pp. 279-296). Springer.
Handal, B., ve Herrington, A. (2003). Mathematics teachers' beliefs and curriculum reform. Mathematics Education Research Journal, 15(1), 59-69.
Henningsen, M., ve Stein, M. K. (1997). Mathematical Tasks and Student Cognition: Classroom Based Factors That Support and Inhabit High-Level Mathematical Thinking and Reasoning. Journal for Research in Mathematics Education, 28, 524-549.
Hiebert, J. & Wearne, D. (2003). Developing understanding through problem solving. In H.L. Schoen & R.I. Charles (Eds.), Teaching Mathematics through problem solving grades 6-12 (pp. 3-14). Reston, VA: NCTM
Hiebert, J., Thomas, P., Fennema, E., Fuson, K. C., Wearne, D., Murray, H., … Human, P. (1997). Making sense: Teaching and learning mathematics with understanding. Portsmouth, NH: Heinemann.
Hourigan, M., ve Leavy, A.M. (2022). Elementary teachers’ experience of engaging with Teaching Through Problem Solving using Lesson Study. Mathematics Education Research Journal, 1-27. https://doi.org/10.1007/s13394-022-00418-w
Ingram, N., Holmes, M., Linsell, C., Livy, S., McCormick, M., & Sullivan, P. (2020). Exploring an innovative approach to teaching mathematics through the use of challenging tasks: A New Zealand perspective. Mathematics Education Research Journal, 32(3), 497–522.
Inoue, N. (2005). The realistic reasons behind unrealistic solutions: The role of interpretive activity in word problem solving. Learning and Instruction. 15, 69-83.
Jonassen, D. H. (2010). Learning to solve problems: A handbook. Routledge.
Jurdak, M. (2005). Contrasting perspectives and performance of high school students on problem solving in real world situated, and school contexts. Educational Studies in Mathematics, 63, 283-301.
Karp, A. (2010). Analyzing and attempting to overcome prospective teachers’ difficulties during problem-solving instruction. Journal of Mathematics Teacher Education, 13(2), 121-139.
Kaur, B. (1997). Difficulties with problem solving in mathematics. The Mathematics Educator, 2(1), 93-112.
Kayan, F., ve Çakıroğlu, E. (2008). İlköğretim matematik öğretmen adaylarının matematiksel problem çözmeye yönelik inançları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35, 218–226.
Kelly, C. A. (2006). Using Manipulatives in Mathematical Problem Solving: A Performance Based Analysis. The Montana Mathematics Enthusiast, 3, 184-193.
Klein, S., ve Leikin, R. (2020). Opening mathematical problems for posing open mathematical tasks: What do teachers do and feel? Educational Studies in Mathematics, 105, 349–365.
Kolovou. A., van den Heuvel-Panhuizen,. M., ve Bakker. A. (2009). Non-Routine Problem Solving Tasks in Primary School Mathematics Textbooks – A Needle in a Haystack. Mediterranean Journal for Research in Mathematics Education, 8(2), 31-68.
Krulik, S., ve Rudnick. J. A. (1996). The new sourcebook for teaching reasoning and problem solving in junior and senior high schools. Boston, MA: Allyn and Bacon.
Krulik, S., ve Rudnick, J. A. (1989). Problem Solving: a handbook for senior high school teachers, Allyn and Bacon.
Lee, M., ve Kim, D. S. (2005). The effects of the collaborative representation supporting tool on problem-solving processes and outcomes in web-based collaborative problem-based learning (PBL) environments. Journal of Interactive Learning Research, 16(3), 273-293.
Lee, N. H., Yeo, D. J. S., ve Hong, S. E. (2014). A metacognitive-based instruction for Primary Four students to approach non-routine mathematical word problems. ZDM Mathematics Education, 46, 465-480.
Leikin, R., ve Lev, M. (2007). Multiple solution tasks as a magnifying glass for observation of mathematical creativity. In Woo, J. H., Lew, H. C., Park, K. S. & Seo, D. Y. (Eds.). Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education, 3, 161-168. PME.
Lester, F. K. J. (2013) Thoughts about research on mathematical problem- solving Instruction. The Mathematics Enthusiast. 10(1), 245-278.
Lester, F. K., & Cai, J. (2016). Can mathematical problem solving be taught? Preliminary answers from 30 years nof research. In P. Felmer, E. Pehkonen, & J. Kilpatrick (Eds.), Posing and solving mathematical problems: Advances and new perspectives (pp. 117–135). Springer.
Liljedahl, P., Santos-Trigo, M., Malaspina, U., ve Bruder, R. (2016). Problem solving in mathematics education. Springer, Cham.
Lobato, J., Clarke, D., ve Ellis, A. B. (2005). Initiating and eliciting in teaching: A reformulation of telling. Journal for Research in Mathematics Education, 36(2), 101–136.
London, R. (2007). What is essential in mathematics education: A holistic viewpoint. MSOR Connections, 7(1), 30-34.
Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers, understanding of fundamental mathematics in China and the United States, Erlbaum, Mahwah.
Mabilangan, R. A., Limjap, A. A., ve Belecina, R. R. (2011) Problem Solving Strategies of High School Students on Non-Routine Problems. Alipato: A Journal of Basic Education, 5, 23-47.
Masingila, J. O., Olanoff, D., & Kimani, P. M. (2018). Mathematical knowledge for teaching teachers: knowledge used and developed by mathematics teacher educators in learning to teach via problem solving. Journal of Mathematics Teacher Education, 21(5), 429-450.
Masingila, J. O., Lester, F. K., ve Raymond, A. M. (2011). Mathematics for elementary teachers via problem solving: Instructor resource manual (3rd ed.). Copley Custom Textbooks.
Mason, J., Burton, L., & Stacey, K. (2010). Thinking Mathematically. Prentice Hall.
Matthews, M., Hlas, C. S., ve Finken, T. M. (2009). Using lesson study and four-column lesson planning with preservice teachers: Lessons from lessons. Mathematics Teacher, 102(7), 504-509.
Mayer, R. E., Sims, V., ve Tajika, H. (1995). A comparison of how textbooks teaching mathematical problem solving in Japan and the United States. American Educational Research Journal, 35, 443-459.
Milli Eğitim Bakanlığı [MEB] (2018). Matematik dersi öğretim programı (ilkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). https://ttkb.meb.gov.tr adresinden 12.10.2022 tarihinde erişilmiştir.
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
Nancarrow, M. (2004). Exploration of metacognition and nonroutine problem based mathematics instruction on undergraduate student problem solving success. (Unpublished doctoral dissertation). The Florida State University.
National Council of Teachers of Mathematics [NCTM]. (2000). Principles and standards for school mathematics. National Council of Mathematics Teachers.
National Council of Teachers of Mathematics [NCTM]. (2014). Principles to Actions: Ensuring Mathematical Success for All. NCTM.
Oğraş, A. (2011). İlköğretim öğretmenlerinin matematiksel problem çözme aşamalarını ve üstbilişsel düşünme becerilerini uygulama süreçlerinin değerlendirilmesi. (Yayımlanmamış Yüksek Lisans Tezi). Gaziantep Üniversitesi, Gaziantep.
Patton, M. Q. (2002). Qualitative research and evaluation methods. SAGE Publishing.
Piñeiro, J.L., Chapman, O., Castro-Rodríguez, E., ve Castro, E. (2021). Prospective elementary teachers’ pedagogical knowledge for mathematical problem solving. Mathematics, 9(15) 1811.
Polya, G. (1985). How to solve it: A new aspect of mathematical method. Princeton University Press Posamentier, A. S., ve Krulik, S. (2008). Problem-solving strategies for efficient and elegant solutions. Corwin Press.
Posamentier, A. S., ve Krulik, S. (Eds.). (2009). Problem solving in mathematics, grades 3-6: powerful strategies to deepen understanding. Corwin Press.
Rigelman, N. R. (2007). Fostering mathematical thinking and problem solving. Teaching Children Mathematics, 13(6), 308-314.
Rosli, R., Goldsby, D., ve Capraro, M. M. (2013). Assessing students’ mathematical problem – solving and problem – Posing Skills. Asian Social Science. 9(16), 54-60.
Rott, B. (2020). Teachers’ behaviors, epistemological beliefs, and their interplay in lessons on the topic of problem solving. International Journal of Science and Mathematics Education, 18, 903–924.
Russo, J. ve Hopkins, S. (2019). Teachers’ perceptions of students when observing lessons involving challenging tasks. International Journal of Science and Mathematics Education, 17(4), 759–779
Sakshaug L.E ve Wohlhuter KA. (2010). Journey toward teaching mathematics through problem solving. School Science and Mathematics. 110(8), 397–409.
Santos-Trigo, M. ve Camacho-Machín, M. (2009). Towards the construction of a framework to deal with routine problems to foster mathematical inquiry. Primus, 19(3), 260-279.
Schoenfeld, A. H. (1985). Mathematical problem solving. Academic Press.
Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics (pp. 334–370). Macmillan Publishing Co, Inc.
Schoenfeld, A. H., Burkhardt, H., Daro, P., Ridgway, J., Schwartz, J., ve Wilcox, S. (1999). High school assessment. White Plains, NY: Dale Seymour Publications. Schoenfeld, A. H., & Kilpatrick, J. (2008). Toward a Theory of Proficiency in Teaching Mathematics. International Handbook of Mathematics Teacher Education, 2, 1-35.
Schroeder, T. L., ve Lester K. L. Jr.(1989). Developing Understanding in Mathematics via Problem Solving. In P. R. Trafton (eds.), New Directions for Elementary School Mathematics, 1989 Yearbook of the National Council of Teachers of Mathematics, (pp. 31–42). Reston, Va.
Schoenfeld, A. H., & Kilpatrick, J. (2008). Toward a Theory of Proficiency in Teaching Mathematics. International Handbook of Mathematics Teacher Education, 2, 1-35.
Schoenfeld, A. H., Minstrell, J., ve van Zee, E. (1999). The detailed analysis of an established teacher's non-traditional lesson. The Journal of Mathematical Behavior, 18(3), 281- 325.
Shiakalli, M. A., Ve Zacharos, K. (2014). Building meaning through problem solving practices: the case of four-year olds. Journal of mathematical behavior. 35, 58-73
Silao, I.V. (2018). Factors affecting the mathematics problem solving skills of Filipino pupils. International Journal of Scientific and Research Publications, 8(2), 487–497.
Silver, E. A., Mamona-Downs, J., ve Leung, S. S. (1996). Posing mathematical problems: An exploratory study. Journal for Research in Mathematics Education, 27, 293–309.
Smith, S. P. (2004). Representation in school mathematics: Children`s representations of problems. In J. Kilpatrick (Ed.), A Research Companion to Principles and Standards for School Mathematics (pp. 263-274). NCTM, Inc.
Son, J. W. & Lee, M.Y. (2021). Exploring the relationship between preservice teachers’ conceptions of problem solving and their problem-solving performances. International Journal of Science and Mathematics Education. 19, 129–150.
Souza, L., Lopes, C. E., & Pfannkuch, M. (2015). Collaborative professional development for statistics teaching: A case study of two middle school teachers. Statistics Education Research Journal, 14(1), 112–134.
Stacey, K. (2018). Teaching Mathematics through Problem Solving, Numeros, 98, 7-18.
Stein, M. K., Boaler, J., ve Silver, E.A. (2003). Teaching Mathematics through problem solving grades 6-12, NCTM.
Sullivan, P., Clarke, D. M., Clarke, B. ve O’Shea, H. (2010). Exploring the relationship between task, teacher actions, and student learning. PNA, 4(4), 133–142.
Sullivan, P., Mousley, J., ve Jorgensen, R. (2009). Tasks and pedagogies that facilitate mathematical problem solving. In B. Kaur (Ed.), Mathematical problem solving (pp.17-42). Association of Mathematics Educators: Singapore / USA / UK World Scientific Publishing.
Takahashi, A. (2008). Beyond show and tell: neriage for teaching through problem-solving—ideas from Japanese problem-solving approaches for teaching mathematics. Paper presented at the 11th International Congress on Mathematics Education in Mexico (Section TSG 19: Research and Development in Problem Solving in Mathematics Education).
Takahashi, A., Lewis, C., ve Perry, R. (2013). A US lesson study network to spread teaching through problem solving. International Journal for Lesson and Learning Studies, 2(3), 237–255.
Toluk, Z. ve Olkun, S. (2002). Türkiye’de matematik eğitiminde problem çözme: 1-5 Sınıflar matematik ders kitapları. Kuram ve Uygulamada Eğitim Bilimleri, 2(2), 563-581.
Türker Biber, B. , Aylar, E. , Ay, Z. S., ve Akkuş İspir, O. (2017). İlköğretim matematik öğretmen adaylarının problem çözmeye dair pedagojik alan bilgilerinin sınıf İçi gözlem ve görüşme yoluyla belirlenmesi. Kastamonu Eğitim Dergisi, 25(4) , 1483-1498.
Uçar, H. B. (2019). Ortaokul matematik öğretmenlerinin rutin olmayan problemleri çözme konusundaki pedagojik alan bilgilerinin incelenmesi. (Yayınlanmamış yüksek lisans tezi). Balıkesir Üniversitesi.
van Dooren, W., Verschaffel, L., ve Onghena, P. (2002). The impact of preservice teachers' content knowledge on their evaluation of students' strategies for solving arithmetic and algebra word problems. Journal for Research in Mathematics Education, 33(5), 319–351.
Watson, A., & Ohtani, M. (2015). Task design in mathematics education: An ICMI study 22. Springer International.
Weber, K. ve Leikin, R. (2016). Recent advances in research on problem solving and problem posing, in Gutierrez, A., Leber, G.C. and Boero, P. (Eds.), The Second Handbook of Research on the Psychology of Mathematics Education: The Journey Continues, (pp. 353-382). Springer.
Woodward, J.,Beckmann. S.,Driscoll, M., Franke, M., Herzig, P., Jitendra, A., Koedinger, K. R., ve Ogbuehi, P. (2012). Improving mathematical problem solving in Grades 4 through 8: A practice guide. National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Yew, W. T., ve Zamri, S. N. A. S. (2018). Problem solving strategies of selected pre-service secondary school mathematics teachers in Malaysia. MOJES: Malaysian Online Journal of Educational Sciences, 4(2), 17–31.
Yılmaz, K. (2021). Öğretmen adaylarının problem çözme süreçlerinin incelenmesi. (Yayınlanmamış yüksek lisans tezi). Erzincan Binali Yıldırım Üniversitesi.
Yin, R. K. (2003). Case Study Research Design and Methods. Sage Publications.
Youngs, P., Molloy Elreda, L., Anagnostopoulos, D., Cohen, J., Drake, C., ve Konstantopoulos, S. (2022). The development of ambitious instruction: How beginning elementary teachers’ preparation experiences are associated with their mathematics and English language arts instructional practices. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2021.103576
Zakaria E., Haron, Z., ve Daud, Y. (2010). The reliability and construct validity of scores on the attitudes toward problem solving scale. Journal of Science and Mathematics Education in Asia, 27(2), 81-91.
Zhu, Y., ve Fan, L. (2006). Focus on the representation of problem types in intended curriculum: A comparison of selected mathematics textbooks from Mainland China and the United States. International Journal of Science and Mathematics Education, 4(4), 609-626.

Ayrıntılar

Birincil Dil

Türkçe

Konular

Eğitim Üzerine Çalışmalar

Bölüm

Araştırma Makalesi

Yazarlar

Nadide Yılmaz ^*
0000-0003-1624-5902
Türkiye

Yayımlanma Tarihi

22 Haziran 2023

Gönderilme Tarihi

12 Kasım 2022

Kabul Tarihi

27 Mart 2023

Yayımlandığı Sayı

Yıl 2023 Sayı: 56

DOI

https://doi.org/10.53444/deubefd.1203388

IZ

https://izlik.org/JA92BB79BT

APA

Yılmaz, N. (2023). Öğretmen Adaylarının Yapılandırmacı Matematiksel Problem Çözme Ortamları Oluşturabilmeye İlişkin Bilgi ve Becerilerinin İncelenmesi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 56, 463-503. https://doi.org/10.53444/deubefd.1203388

Öğretmen Adaylarının Yapılandırmacı Matematiksel Problem Çözme Ortamları Oluşturabilmeye İlişkin Bilgi ve Becerilerinin İncelenmesi

Investigation of Pre-service Teachers’ Knowledge and Skills on Creating Constructivist Mathematical Problem Solving Environments

Abstract

Öğretmen Adaylarının Yapılandırmacı Matematiksel Problem Çözme Ortamları Oluşturabilmeye İlişkin Bilgi ve Becerilerinin İncelenmesi

Öz

Anahtar Kelimeler

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

DOI

IZ

Kaynak Göster