Examination of Preservice Teachers’ Skills in Classifying Learning Objectives and Problem Posing Involving Fractions
Öz
Purpose: This study investigated how primary school preservice mathematics teachers and preservice classroom teachers
classified the learning objectives and problems about fractions in terms of knowledge and cognitive processes. In addition, the
study examined how preservice teachers posed problems about the learning objectives regarding fractions and what kind of
errors they made in this process.
Design/Methodology/Approach: Designed with the mixed research model, the study was carried out during the 2019-2020
academic year with the participation of 55 preservice middle school mathematics teachers and 101 preservice classroom
teachers. It was determined nine objectives about "Fractions" and "Operations with Fractions" from the 2018 Mathematics
Curriculum, and the preservice teachers were asked to classify these objectives in terms of knowledge and cognitive process
dimensions of the revised Bloom's taxonomy and to pose suitable problems for each of these objectives.
Findings: Analyses conducted in the framework of the study showed that while classifying the learning objectives at the level
of understanding and applying, both primary school preservice mathematics teachers and preservice classroom teachers
confused the steps of recognizing fractions and using fractions and obtained a low rate in regards to accurate classification.
Regarding the knowledge dimension, it was observed that the preservice teachers did not confuse the learning objectives with
each other at the conceptual and procedural knowledge level and performed a moderately accurate classification. On the other
hand, it was concluded that both preservice middle school mathematics teachers and preservice classroom teachers were able
to pose accurate problems in line with the knowledge process and cognitive process dimensions relevant to the learning
objectives, but they did not have the same performance in classifying the problems prepared for these objectives. The errors
made by preservice teachers in the process of problem posing were collected under three categories as "problems not relevant
to the learning objective ", "limitations regarding subject matter knowledge" and "limitations in problem posing skills".
Highlights: it is concluded that it is very important for preservice teachers in the learning and teaching process to problem
posing in line with the behavior to be measured in terms of knowledge and cognition by paying attention to the purpose of the
learning objective.
classified the learning objectives and problems about fractions in terms of knowledge and cognitive processes. In addition, the
study examined how preservice teachers posed problems about the learning objectives regarding fractions and what kind of
errors they made in this process.
Design/Methodology/Approach: Designed with the mixed research model, the study was carried out during the 2019-2020
academic year with the participation of 55 preservice middle school mathematics teachers and 101 preservice classroom
teachers. It was determined nine objectives about "Fractions" and "Operations with Fractions" from the 2018 Mathematics
Curriculum, and the preservice teachers were asked to classify these objectives in terms of knowledge and cognitive process
dimensions of the revised Bloom's taxonomy and to pose suitable problems for each of these objectives.
Findings: Analyses conducted in the framework of the study showed that while classifying the learning objectives at the level
of understanding and applying, both primary school preservice mathematics teachers and preservice classroom teachers
confused the steps of recognizing fractions and using fractions and obtained a low rate in regards to accurate classification.
Regarding the knowledge dimension, it was observed that the preservice teachers did not confuse the learning objectives with
each other at the conceptual and procedural knowledge level and performed a moderately accurate classification. On the other
hand, it was concluded that both preservice middle school mathematics teachers and preservice classroom teachers were able
to pose accurate problems in line with the knowledge process and cognitive process dimensions relevant to the learning
objectives, but they did not have the same performance in classifying the problems prepared for these objectives. The errors
made by preservice teachers in the process of problem posing were collected under three categories as "problems not relevant
to the learning objective ", "limitations regarding subject matter knowledge" and "limitations in problem posing skills".
Highlights: it is concluded that it is very important for preservice teachers in the learning and teaching process to problem
posing in line with the behavior to be measured in terms of knowledge and cognition by paying attention to the purpose of the
learning objective.
Anahtar Kelimeler
fraction, knowledge dimension, cognitive process dimension, classification, question writing
Kaynakça
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