Mathematical Modelling Skills of Primary Teacher Candidates: The Practising of Fermi Problems
Abstract
Activities
of mathematical modelling, which have become important in recent years, have a
very important role in associating with mathematic and daily life. This study
is a case study which aims to reveal mathematical modeling skills of classroom
teacher candidates by using Fermi problems. In line with this aim, 6 teacher
candidates chosen by maximum variation sampling method from 4th-grade students who had education in
classroom teaching branch of a state university were included in the study. In
the data analysis of the study, descriptive analysis method was used. The analysis
was made in line with the stages of mathematical modeling process via
description; the descriptions were made under two headings within ‘accuracy
criteria’ and ‘accessibility criteria’. As a result of the obtained findings,
in the accuracy criteria, the teacher candidates gave the correct answer most
in ‘variable selection and hypothesis formation’ stage, and gave the correct
answer least in ‘mathematical models formation’ stage. In the accessibility
criteria, ‘no answer’ behavior was observed most, and ‘correction’ behavior was
observed least in the teacher candidates. As a result of the obtained findings,
in the accuracy criteria, the teacher candidates gave the correct answer most
in ‘variable selection and hypothesis formation’ stage, and gave the correct
answer least in ‘mathematical models formation’ stage. In the accessibility
criteria, ‘no answer’ behavior was observed most, and ‘correction’ behavior was
observed least in the teacher candidates. As a result of the study, it can be
said that mathematical modeling skills of the classroom teacher candidates in
Fermi problems are not in a sufficient level.
Keywords
References
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