Story problems created by elementary mathematics teacher candidates in real-life situations: An algebra learning area example

Abstract

This research aims to examine the story problems of elementary mathematics teacher candidates in the field of algebra, which are suitable for real-life situations. For this purpose, it was tried to determine the pre-service teachers' preferred grade level, sub-learning area, and outcomes while creating a real-life story problem for the field of algebra learning. In addition, the relationship between story problems and outcomes, the reasons for choosing the grade level and sub-learning area, and the issues they paid attention to while creating the story problems are among the questions sought to be answered in the research. The research was designed according to the case study model. The study group the research consists of 35 elementary mathematics teacher candidates studying at the undergraduate level. 57% of the participants are female, and 43% male teacher candidates. In the study group selection, a non-random convenient sampling method was preferred. The algebra study instruction developed by the researchers was used as a data collection tool. In addition to the outcome(s) in the field of algebra learning, there are some questions that the participants should answer in the study guide. Descriptive and content analysis were used in the analysis of the data. According to the findings, most pre-service teachers were at the eighth-grade level, and inequalities created story problems suitable for a real-life situation related to the sub-learning domain. Pre-service teachers gave place to technology association in story problems. The pre-service teachers stated that they aimed to attract the students' attention and make them love mathematics while creating story problems. While creating the story problems, the most attention was paid to using actual data and originality. It has been suggested to increase pre-service teachers' awareness about the algebra learning field and encourage them to pose problems by the nature of their daily life situations.

Keywords

• Algebra learning
• Real-life
• Story problem

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