Epistemological Conceptions of Pre-service Elementary Mathematics Teachers: Effects of University and Grade Level
Öz
The purpose of this study was to identify pre-service elementary mathematics teachers’
epistemological conceptions of mathematics and the effect of university and university grade level on these
conceptions. Data was collected during the fall semester of 2005-2006 academic year from randomly
selected 275 freshman, sophomore, junior, and senior pre-service middle school mathematics teachers
enrolled in elementary mathematics teacher education programs at two large public universities in Ankara. In
order to collect data Pre-service Teachers’ Conceptions of Mathematics Inventory, consisting of 56 items
was used. The Two-way MANOVA results revealed that pre-service teachers’ level of epistemological
conceptions were generally high. Additionally, results showed that university attended and university grade
level have significant effect on pre-service teachers’ conceptions of mathematics.
Anahtar Kelimeler
Mathematics Education Pre-service Elementary Teachers Epistemological Conceptions
Kaynakça
- Büyüköztürk, . (2002). Sosyal Bilimler çin Veri Analizi Elkitabı. statistik, Aratırma Deseni, SPSS Uygulamaları ve Yorum. Pegem Yayıncılık.
- Bendixen, L. D. & Rule, D. C. (2004). An Integrative Approach to Personal Epistemology: A Guiding Model. Educational Psychologist, 39, 69-80.
- Chan, K. (2003). Hong Kong teacher education stundents’ epistemological beliefs and approaches to learning. Research in Education. 69, 36-50.
- Conley, A. M., Pintrich, P. R., Vekiri, I., & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29, 186–204.
- Gfeller,M.K. (1999). Mathematical MIA’s. School Science and Mathematics, 99(2), 57-59.
- Grouws, D. (1994). Conceptions of Mathematıcs Inventory. Iowa City, IA: University of Iowa.
- Pallant, J. (2001). SPSS Survival Manual. Open University Press Buckingham Philadelphia.
- Philippou, G.N. & Christou, C. (1999). Teachers’ conceptions of mathematics and students’ achievement: a cross-cultural study based on results from TIMMS. Studies in Educational Evaluation. 25, 379-398.
- Star, J. R., & Hoffmann, A. J. (2005). Assessing the impact of standards-based curricula: Investigating students’ epistemological conceptions of mathematics. The Mathematics Educator, 15(2), 25-34.
- Steinberg, H. (1998). Elements of epistemological knowledge for mathematics teacher. Journal of Mathematics Teacher Education. 1, 157-189.
- White, B.C. (2000). Pre-service teachers’ epistemology viewed through perspectives on problematic classroom situations. Journal of Education for Teaching. 26 (3), 279-305.
- Vergnaud, G. (1990). 'Epistemology and psychology of mathematics education.', in J. Kilpatrick and P. Nesher (ed.) Mathematics and Cognition: A Research Synthesis by the International Group for the Psychology of Mathematics Education, Cambridge: Cambridge University Press, 14-30.
İlköğretim Matematik Öğretmen Adaylarının Epistemolojik Kavramlamaları: Üniversite ve Sınıf Düzeyinin Etkisi
Öz
Bu çalışmanın amacı ilköğretim matematik öğretmen adaylarının matematiğe yönelik epistemolojik kavramlamaları belirlemek ve öğrenim görülen üniversite ile üniversite sınıf seviyesinin bu özellikleri. olan etkisini incelemektir. Araştırma, 2005-2006 yılı bahar döneminde Ankara'daki iki büyük devlet üniversitede 1., 2., 3. ve 4. sınıflarda okuyan ve rasgele örneklemesinden seçilen 275 öğretmen adayıyla gerçekleştirilmiştir. Bu araştırmada veri 56 maddeden oluşan "Öğretmen Adaylarının Matematiğe Yönelik Epistemolojik Kavramlamaları Ölçeği "başında. Yapılan iki yönlü çok değişkenli varyans ilköğretim matematik öğretmen adaylarının, matematiğe yönelik epistemolojik kavramlama puanlarının yüksek olduğu ve öğrenim görülen üniversite ile üniversite sınıf seviyesine göre anlamlı bir farklılık gösterdiği bulunmuştur.
Anahtar Kelimeler
Matematik Eğitimi İlköğretim Öğretmen Adayları Epistemolojik Kavramlama
Kaynakça
- Büyüköztürk, . (2002). Sosyal Bilimler çin Veri Analizi Elkitabı. statistik, Aratırma Deseni, SPSS Uygulamaları ve Yorum. Pegem Yayıncılık.
- Bendixen, L. D. & Rule, D. C. (2004). An Integrative Approach to Personal Epistemology: A Guiding Model. Educational Psychologist, 39, 69-80.
- Chan, K. (2003). Hong Kong teacher education stundents’ epistemological beliefs and approaches to learning. Research in Education. 69, 36-50.
- Conley, A. M., Pintrich, P. R., Vekiri, I., & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29, 186–204.
- Gfeller,M.K. (1999). Mathematical MIA’s. School Science and Mathematics, 99(2), 57-59.
- Grouws, D. (1994). Conceptions of Mathematıcs Inventory. Iowa City, IA: University of Iowa.
- Pallant, J. (2001). SPSS Survival Manual. Open University Press Buckingham Philadelphia.
- Philippou, G.N. & Christou, C. (1999). Teachers’ conceptions of mathematics and students’ achievement: a cross-cultural study based on results from TIMMS. Studies in Educational Evaluation. 25, 379-398.
- Star, J. R., & Hoffmann, A. J. (2005). Assessing the impact of standards-based curricula: Investigating students’ epistemological conceptions of mathematics. The Mathematics Educator, 15(2), 25-34.
- Steinberg, H. (1998). Elements of epistemological knowledge for mathematics teacher. Journal of Mathematics Teacher Education. 1, 157-189.
- White, B.C. (2000). Pre-service teachers’ epistemology viewed through perspectives on problematic classroom situations. Journal of Education for Teaching. 26 (3), 279-305.
- Vergnaud, G. (1990). 'Epistemology and psychology of mathematics education.', in J. Kilpatrick and P. Nesher (ed.) Mathematics and Cognition: A Research Synthesis by the International Group for the Psychology of Mathematics Education, Cambridge: Cambridge University Press, 14-30.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 26 Haziran 2007 |
| Yayımlandığı Sayı | Yıl 2007 Cilt: 6 Sayı: 2 |