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Lise Öğretmen Adaylarının Çevre ve Alan Kavramlarına İlişkin Bilgilerinin Belirlenmesi

Yıl 2014, Sayı: 10, 23 - 35, 23.07.2016

Öz

Bu çalışmada lise öğretmen adaylarının alan ve çevre kavramlarına ilişkin bilgilerinin belirlenmesi amaçlamıştır. Çalışma nitel araştırma modellerinden, durum çalışması modeli kullanılarak yapılandırılmıştır. Çalışma grubu ölçüt örnekleme tekniği kullanılarak belirlenen 36 lise öğretmen adayından oluşmuş olup, çalışmada veriler Yew (2010) tarafından geliştirilen yapılandırılmış görüşme formu kullanılarak elde edilmiştir. Çalışmada elde edilen veriler, içerik analiz yöntemiyle çözümlenmiştir. Çalışma bulguları, lise öğretmen adaylarının büyük çoğunluğunun çevre ve alan kavramlarına ilişkin yeterli düzeyde bilgi sahibi olmadığını ortaya koymuştur

Kaynakça

  • Ball, D. L. (1988). Knowledge and reasoning in mathematical pedagogy: Examining what prospective teachers bring to teacher education. Unpublished doctoral dissertation, Michigan State University, East Lansing.
  • Ball, D. L. (1990a). The mathematical understanding that prospective teachers bring to teacher education. The Elementary School Journal, 90(4), 449-466.
  • Ball, D. L. (1990b). Prospective elementary and secondary teachers’ understanding of division. Journal for Research in Mathematics Education, 21(2), 132-144.
  • Ball, D. L. (1991a). Teaching mathematics for understanding: What do teachers need to know about subject matter? In. M. M. Kennedy (Ed.), Teaching academic subjects to diverse learners (pp. 63-83). New York: Teachers College Press.
  • Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407.
  • Battista, M. T. (2007). The development of geometric and spatial thinking. In Lester, F. (Ed.), Second handbook of research on mathematics teaching and learning (pp. 843-908). Reston, VA: National Council of Teachers of Mathematics.
  • Baturo, A., & Nason, R. (1996). Student teachers’ subject matter knowledge within the domain of area measurement. Educational Studies in Mathematics, 31, 235- 268.
  • Bennett, A. B. Jr., & Nelson, L. T. (2001). Mathematics for elementary teachers: A conceptual approach. New York: McGraw-Hill.
  • Borko, H., & Putnam, R. (1995). Expanding a teachers’ knowledge base: A cognitive psychological perspective on professional development. In T. Guskey, & M. Huberman (Eds.), Professional development in education: New paradigms and practices (pp. 35–65). New York: Teachers College Press.
  • Casa, T. M., Spinelli, A. M., & Gavin, M. K. (2006). This about covers it! Strategies for finding area. Teaching Children Mathematics, 13(3), 168-173.
  • Cathcart, W. G., Pothier, Y. M., Vance, J. H., & Bezuk, N. S. (2006). Learning mathematics in elementary and middle schools: A learner-centered approach. New Jersey: Pearson Education, Inc.
  • Grossman, P., Schoenfeld, A., & Lee, C. (2005). Teaching subject matter. In L. DarlingHammond & J. Bransford (Eds.), Preparing teachers for a changing world (pp. 201-231). San Francisco: Jossey-Bass.
  • Haylock, D. (2001). Mathematics explained for primary teachers. London: Paul Chapman Publishing.
  • Long, C. T., & Detemple, D. W. (2003). Mathematical reasoning for elementary teachers. Boston: Pearson Education.
  • Ma, L. (1999). Knowing and teaching elementary mathematics. Teachers’ understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Lawrence Erlbaum Associates

Determining Pre-service High School Teachers’ Knowledge about the Concepts of Perimeter and Area

Yıl 2014, Sayı: 10, 23 - 35, 23.07.2016

Öz

It is aimed to determine the pre-service high school teachers’ knowledge about the concepts of perimeter and area within the study. Case study design which is one of the qualitative research designs was used to reach this aim. The participants include 36 pre-service teachers using the criterion sampling technique. The data obtained using the structured interview form created by Yew (2010) were analyzed through content analysis method. The findings of the study indicate that the most of the pre-service teachers did not have the knowledge related to the concepts of perimeter and area

Kaynakça

  • Ball, D. L. (1988). Knowledge and reasoning in mathematical pedagogy: Examining what prospective teachers bring to teacher education. Unpublished doctoral dissertation, Michigan State University, East Lansing.
  • Ball, D. L. (1990a). The mathematical understanding that prospective teachers bring to teacher education. The Elementary School Journal, 90(4), 449-466.
  • Ball, D. L. (1990b). Prospective elementary and secondary teachers’ understanding of division. Journal for Research in Mathematics Education, 21(2), 132-144.
  • Ball, D. L. (1991a). Teaching mathematics for understanding: What do teachers need to know about subject matter? In. M. M. Kennedy (Ed.), Teaching academic subjects to diverse learners (pp. 63-83). New York: Teachers College Press.
  • Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407.
  • Battista, M. T. (2007). The development of geometric and spatial thinking. In Lester, F. (Ed.), Second handbook of research on mathematics teaching and learning (pp. 843-908). Reston, VA: National Council of Teachers of Mathematics.
  • Baturo, A., & Nason, R. (1996). Student teachers’ subject matter knowledge within the domain of area measurement. Educational Studies in Mathematics, 31, 235- 268.
  • Bennett, A. B. Jr., & Nelson, L. T. (2001). Mathematics for elementary teachers: A conceptual approach. New York: McGraw-Hill.
  • Borko, H., & Putnam, R. (1995). Expanding a teachers’ knowledge base: A cognitive psychological perspective on professional development. In T. Guskey, & M. Huberman (Eds.), Professional development in education: New paradigms and practices (pp. 35–65). New York: Teachers College Press.
  • Casa, T. M., Spinelli, A. M., & Gavin, M. K. (2006). This about covers it! Strategies for finding area. Teaching Children Mathematics, 13(3), 168-173.
  • Cathcart, W. G., Pothier, Y. M., Vance, J. H., & Bezuk, N. S. (2006). Learning mathematics in elementary and middle schools: A learner-centered approach. New Jersey: Pearson Education, Inc.
  • Grossman, P., Schoenfeld, A., & Lee, C. (2005). Teaching subject matter. In L. DarlingHammond & J. Bransford (Eds.), Preparing teachers for a changing world (pp. 201-231). San Francisco: Jossey-Bass.
  • Haylock, D. (2001). Mathematics explained for primary teachers. London: Paul Chapman Publishing.
  • Long, C. T., & Detemple, D. W. (2003). Mathematical reasoning for elementary teachers. Boston: Pearson Education.
  • Ma, L. (1999). Knowing and teaching elementary mathematics. Teachers’ understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Lawrence Erlbaum Associates
Toplam 15 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA56ZP58JM
Bölüm Makaleler
Yazarlar

KÜRŞAT Yenilmez Bu kişi benim

Ş. KOZA Çiftçi Bu kişi benim

Yayımlanma Tarihi 23 Temmuz 2016
Gönderilme Tarihi 23 Temmuz 2016
Yayımlandığı Sayı Yıl 2014 Sayı: 10

Kaynak Göster

APA Yenilmez, K., & Çiftçi, Ş. K. (2016). Lise Öğretmen Adaylarının Çevre ve Alan Kavramlarına İlişkin Bilgilerinin Belirlenmesi. Eğitim Ve İnsani Bilimler Dergisi: Teori Ve Uygulama(10), 23-35.