### The Ability of Mathematics Teacher Candidates to Use Algebraic Representation and Geometric Representation

Yıl 2017, Cilt: 1 Sayı: 1, 21 - 30, 01.12.2017

### Öz

Mathematical concepts can be represented in multiple ways. Teaching a concept together with the relationships between its multiple representations is regarded as one of the most important components of mathematics teaching. This study aims to examine the relationship between the ability to use geometric representation and algebraic representation bidirectionally on subject of conic sections. Sample of the study comprised 200 teacher candidates studying at Necmettin Erbakan University, Ahmet Keleşoğlu Education Faculty, Department of Mathematics Education. The questions were addressed to these mathematics teacher candidates at the end of the spring term 2016-2017, when they took the analytic geometry lesson. Quantitative research methods were used in the study. The problem sentence of this study is the success of bidirectional shift between the skill of ability of using algebraic representation and geometric representation on the subject of conic sections. In conclucion of the study, it was found that the mathematics teacher candidates were more successful in the geometrical representations than the algebraic representations and there was a meaningful difference in favor of in the geometrical representation of algebraic representations

### Kaynakça

• Adu-Gyamfi, K. (1993). External multiple representations in mathematics teaching. (Master Thesis, North Carolina State University, USA) Retreived from http://www.lib.ncsu.edu/resolver/1840.16/366
• Arcavi, A. (2003). The role of visual representationsin the learning of mathematics. Educational Studies in Mathematics, 52, 215–241.
• Arslan, S. (2008). Diferansiyel denklemlerin öğretiminde farklı yaklaşimlar ve nitel yaklaşimın gerekliliği [Different approaches in the teaching of differential equations and the necessity of qualitative approach]. Milli Eğitim Dergisi [Journal of National Education], 179, 153-163.
• Aspinwall. L., & Shaw, K. L. (2002). Representations in calculus two contrasting cases. Mathematics Teacher, 95, 434-439.
• Baki, A. (2006). Kuramdan uygulamaya matematik eğitimi [Mathematics education from theory to practice]. Trabzon: Derya Bookstore.
• Boyer, C. B. (1968). A history of mathematics. Princeton, NJ: John Wiley & Sons.
• Brenner, M. E., Mayer, R. E., Moseley, B., Brar, T., Duran, R., Reed, B. S., & Webb, D. (1997). Learning by understanding: the role of multiple representations in learning algebra. American Educational Research Journal, 34(4), 663-689.
• Can, A. (2013). SPSS ile bilimsel araştırma sürecinde nicel veri analizi [Quantitative data analysis in the scientific research process with SPSS]. Ankara: Pegem Akademi.
• Delice, A., & Sevimli, E. (2010). Matematik öğretmeni adaylarının belirli integral konusunda kullanılan temsiller ile işlevsel ve kavramsal bilgi düzeyleri [Representations of mathematics teacher candidates used for specific integral and functional and conceptual knowledge level]. Gaziantep Üniversitesi Sosyal Bilimler Dergisi [Gaziantep University Journal of Social Sciences], 9(3). 581-605.
• Eroğlu, D., & Tanışlı, D. (2015). Elementary mathematics teachers’ knowledge of students and teaching strategies regarding the use of representations. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi [Necatibey Education Faculty Electronic Science and Mathematics Education Journal], 9(1), 275-307.
Yıl 2017, Cilt: 1 Sayı: 1, 21 - 30, 01.12.2017

### Kaynakça

• Adu-Gyamfi, K. (1993). External multiple representations in mathematics teaching. (Master Thesis, North Carolina State University, USA) Retreived from http://www.lib.ncsu.edu/resolver/1840.16/366
• Arcavi, A. (2003). The role of visual representationsin the learning of mathematics. Educational Studies in Mathematics, 52, 215–241.
• Arslan, S. (2008). Diferansiyel denklemlerin öğretiminde farklı yaklaşimlar ve nitel yaklaşimın gerekliliği [Different approaches in the teaching of differential equations and the necessity of qualitative approach]. Milli Eğitim Dergisi [Journal of National Education], 179, 153-163.
• Aspinwall. L., & Shaw, K. L. (2002). Representations in calculus two contrasting cases. Mathematics Teacher, 95, 434-439.
• Baki, A. (2006). Kuramdan uygulamaya matematik eğitimi [Mathematics education from theory to practice]. Trabzon: Derya Bookstore.
• Boyer, C. B. (1968). A history of mathematics. Princeton, NJ: John Wiley & Sons.
• Brenner, M. E., Mayer, R. E., Moseley, B., Brar, T., Duran, R., Reed, B. S., & Webb, D. (1997). Learning by understanding: the role of multiple representations in learning algebra. American Educational Research Journal, 34(4), 663-689.
• Can, A. (2013). SPSS ile bilimsel araştırma sürecinde nicel veri analizi [Quantitative data analysis in the scientific research process with SPSS]. Ankara: Pegem Akademi.
• Delice, A., & Sevimli, E. (2010). Matematik öğretmeni adaylarının belirli integral konusunda kullanılan temsiller ile işlevsel ve kavramsal bilgi düzeyleri [Representations of mathematics teacher candidates used for specific integral and functional and conceptual knowledge level]. Gaziantep Üniversitesi Sosyal Bilimler Dergisi [Gaziantep University Journal of Social Sciences], 9(3). 581-605.
• Eroğlu, D., & Tanışlı, D. (2015). Elementary mathematics teachers’ knowledge of students and teaching strategies regarding the use of representations. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi [Necatibey Education Faculty Electronic Science and Mathematics Education Journal], 9(1), 275-307.

### Ayrıntılar

Diğer ID JA85PR54VH Araştırma Makalesi Selin (inag) ÇENBERCİ Bu kişi benim Ayşe YAVUZ Bu kişi benim Gülsüm YÜCA Bu kişi benim 1 Aralık 2017 Yıl 2017 Cilt: 1 Sayı: 1

### Kaynak Göster

 APA ÇENBERCİ, S. (., YAVUZ, A., & YÜCA, G. (2017). The Ability of Mathematics Teacher Candidates to Use Algebraic Representation and Geometric Representation. Research on Education and Psychology, 1(1), 21-30.