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Journals / Sakarya University Journal of Education / 2026 / Volume: 13 Issue: 1

Interpretations of Pre-service Elementary Mathematics Teachers on the Functions of Non-Textual Elements: Case Study on Algebra Learning Area

İlköğretim Matematik Öğretmen Adaylarının Metin Dışı Öğelerin İşlevlerine Yönelik Görüşleri: Cebir Öğrenme Alanına Ait Durum Çalışması

Mustafa Akıncı(ZONGULDAK BÜLENT ECEVİT ÜNİVERSİTESİ, EREĞLİ EĞİTİM FAKÜLTESİ)0000-0003-2096-7617
Murat Genç(ZONGULDAK BÜLENT ECEVİT ÜNİVERSİTESİ, EREĞLİ EĞİTİM FAKÜLTESİ)0000-0003-4525-7507
Pages
—
Publication Date
2023-04-30
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results showed that pre-service teachers’ interpretations of non-textual elements could be categorized into ten themes: (i) attractiveness, (ii) organizing, (iii) embodiment, (iv) informativeness, (v) reasoning, (vi) conciseness, (vii) essentiality, (viii) decorativeness, (ix) contextuality, and (x) connectivity.

📌 3 Key Takeaways

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Objective & Hypothesis:The study aimed to investigate how pre-service elementary mathematics teachers perceive the intended use of non-textual elements in an algebra content area of an eighth-grade mathematics textbook.
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Key Findings & Data:Data analysis was conducted using a content analysis approach to generate themes and uncover previously unspecified patterns.
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Conclusion & Impact:The results showed that pre-service teachers’ interpretations of non-textual elements could be categorized into ten themes: (i) attractiveness, (ii) organizing, (iii) embodiment, (iv) informativeness, (v) reasoning, (vi) conciseness, (vii) essentiality, (viii) decorativeness, (ix) contextuality, and (x) connectivity.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Non-textual elements · mathematics textbook · algebra learning area

Abstract

The study aimed to investigate how pre-service elementary mathematics teachers perceive the intended use of non-textual elements in an algebra content area of an eighth-grade mathematics textbook. Non-textual elements in this qualitative exploratory case study refer to visual representations consisting of components that are not only verbal, numerical, or symbolic representations. Data were collected from thirty-one undergraduate students through a task-based written questionnaire including seven non-textual elements on the algebra learning domain. Data analysis was conducted using a content analysis approach to generate themes and uncover previously unspecified patterns. The results showed that pre-service teachers’ interpretations of non-textual elements could be categorized into ten themes: (i) attractiveness, (ii) organizing, (iii) embodiment, (iv) informativeness, (v) reasoning, (vi) conciseness, (vii) essentiality, (viii) decorativeness, (ix) contextuality, and (x) connectivity. Pre-service teachers were found to have diverse but sometimes overlapping interpretations of the functions of each non-textual element. However, the functional diversity of non-textual elements may have differentiated their interpretations, as visual literacy skills and strategies are required to interpret the intended use of non-textual elements. Therefore, in order for pre-service mathematics teachers to better understand the functions of non-textual elements, various teaching approaches should be developed to support pre-service teachers’ visual literacy, and these approaches to visual literacy should be incorporated into teacher education and professional development.

Özet

Öz. Bu araştırmada, ilköğretim matematik öğretmen adaylarının sekizinci sınıf matematik ders kitabındaki cebir öğrenme alanına ait metinsel olmayan öğelerin işlevlerini nasıl yorumladıkları incelenmek amaçlanmıştır. Nitel keşfetmeye dayalı durum çalışması olarak yürütülen çalışmada, metinsel olmayan öğeler, yalnızca sözel, sayısal veya sembolik temsiller olmayan bileşenlerden oluşan görsel temsilleri ifade etmektedir. Araştırmanın verileri cebir öğrenme alanına ilişkin yedi metinsel olmayan öğeyi içeren göreve dayalı açık uçlu sorulardan oluşan bir anket formu aracılığıyla otuz bir lisans öğrencisinden toplanmıştır. Çalışmada veri analizi toplanan verilerin derinlemesine analiz edilmesini gerektiren ve önceden belirli olmayan temaların ve boyutların ortaya çıkarılmasına olanak tanıyan içerik analizi yöntemi kullanılarak yapılmıştır. Elde edilen bulgular öğretmen adaylarının metinsel olmayan öğelerin işlevlerine ilişkin yorumlarının on tema altında kategorize edilebileceğini göstermiştir: (i) dikkat çekme, (ii) organize etme, (iii) somutlaştırma, (iv) açıklayıcılık, (v) akıl yürütme, (vi) özlülük, (vii) zorunluluk, (viii) dekoratiflik, (ix) bağlamsallık, (x) ilişkilendirme. Öğretmen adaylarının, metinsel olmayan her bir öğenin işlevleri için farklı, bazen örtüşen yorumlara sahip oldukları tespit edilmiştir. Bununla birlikte, metinsel olmayan öğelerin amaçlanan kullanımını yorumlamak için görsel okuryazarlık becerileri ve stratejileri gerektiğinden, metinsel olmayan öğelerin işlevsel çeşitliliği öğretmen adaylarının yorumlarını farklılaştırmış olabilir. Bu nedenle, ilköğretim matematik öğretmen adaylarının metinsel olmayan öğelerin işlevlerini daha iyi anlayabilmeleri için öğretmen adaylarının görsel okuryazarlığını destekleyen çeşitli öğretim yaklaşımları geliştirilmeli ve görsel okuryazarlığa yönelik bu yaklaşımlar öğretmen eğitimi ve mesleki gelişime dahil edilmelidir.

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Cite This Article

Akıncı, M., Genç, M. (2023). Interpretations of Pre-service Elementary Mathematics Teachers on the Functions of Non-Textual Elements: Case Study on Algebra Learning Area. Sakarya University Journal of Education, Volume: 13 Issue: 1. https://doi.org/10.19126/suje.1200724

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