Investigation of Elementary Mathematics Teacher Candidates' Representational Fluency Levels in Number Sets
Öz
The aim of this study is to investigate the representational fluency levels of pre-service elementary mathematics teachers in number sets in the context of verbal, model and mathematical language representations. The survey model was adopted, and open-ended questions were used as data collection tools. The prepared questions were designed to express the number sets including natural, counting, whole, rational, irrational and real numbers with verbal, model and mathematical language representation types. The sample of the study consisted of 39 female and 14 male students studying in the first year of the elementary mathematics teaching programme of a university. The findings revealed that the pre-service teachers were successful in counting and natural number sets, but they had more difficulties with integers, irrational numbers and real numbers. It was also found that the pre-service teachers were generally successful in verbal representation skills, but had difficulties in mathematical language representations. It was determined that the pre-service teachers had erroneous information and misused mathematical symbols in three representation types. It was determined that the representational fluency levels of pre-service teachers were mostly at a medium level. The number set with the highest representational fluency level is the counting numbers set. The number set with the lowest representational fluency level was determined as the set of whole numbers. The research recommends structuring teaching strategies to improve pre-service teachers' representational fluency skills.
Anahtar Kelimeler
Number clusters, representational fluency, teacher candidates
Etik Beyan
Kaynakça
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