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Journals / Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi / 2025 / Cilt: 19 Sayı: 2

Investigations of Prospective Elementary Mathematics Teachers’ Lesson Plays on Multiplication of Fractions

İlköğretim Matematik Öğretmeni Adaylarının Kesirlerin Çarpımı Konusundaki Ders Senaryolarının İncelenmesi

Deniz Eroğlu(BURDUR MEHMET AKİF ERSOY ÜNİVERSİTESİ)0000-0001-7863-5055
Katibe Gizem Yığ(BURDUR MEHMET AKİF ERSOY UNIVERSITY)0000-0001-5783-3861
Pages
465–494
Publication Date
2025-12-29
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AI Summary & Key Takeaways

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

Further research is needed to investigate how to support prospective teachers in developing their teaching images and strategies for teaching mathematics.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this study was to investigate the teaching images of prospective teachers for the multiplication of fractions in lesson plays.
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Key Findings & Data:It was conducted at a public university in the southern region of Turkey and included 23 third-year prospective teachers (21 females and 2 males) enrolled in a mathematics teacher education program.
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Conclusion & Impact:Further research is needed to investigate how to support prospective teachers in developing their teaching images and strategies for teaching mathematics.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:ders senaryosu · kesirlerin çarpımı · öğretmen adayları

Abstract

The purpose of this study was to investigate the teaching images of prospective teachers for the multiplication of fractions in lesson plays. It was conducted at a public university in the southern region of Turkey and included 23 third-year prospective teachers (21 females and 2 males) enrolled in a mathematics teacher education program. A lesson play was used as a data collection tool, and 23 lesson plays were prepared by prospective teachers. The analysis of the data resulted in the classification of the lesson plays into three teaching images based on the presentation of mathematical ideas throughout the scenarios. This study found that prospective teachers struggle with teaching multiplication of fractions due to their lack of content knowledge. This deficiency resulted in rule-based explanations, random computational errors, and inappropriate tasks and models. Prospective teachers also exhibited difficulty in anticipating actual-like students’ responses and constructing appropriate dialogues. These findings emphasize the need to provide more comprehensive mathematics content knowledge to prospective teachers to support their teaching the multiplication of fractions more effectively. Further research is needed to investigate how to support prospective teachers in developing their teaching images and strategies for teaching mathematics.

Özet

Bu çalışmanın amacı, öğretmen adaylarının ders senaryolarında kesirlerin çarpımı konusundaki öğretim imajlarını incelemektir. Bu araştırma Türkiye’nin güney bölgesinde bulunan bir devlet üniversitesinde yürütülmüş ve araştırmaya matematik öğretmenliği programına kayıtlı 23 üçüncü sınıf öğretmen adayı (21 kadın ve 2 erkek) katılmıştır. Veri toplama aracı olarak ders senaryoları kullanılmış ve öğretmen adayları tarafından 23 farklı ders senaryosu hazırlanmıştır. Verilerin analizi sonucunda, senaryolar boyunca matematiksel fikirlerin sunumuna dayalı olarak ders senaryoları üç öğretim imajı altında sınıflandırılmıştır. Bu çalışma, öğretmen adaylarının kesirlerin çarpımını öğretmede alan bilgilerindeki eksiklikleri nedeniyle zorlandıklarını ortaya koymuştur. Bu eksiklikler “kurala dayalı açıklamalar”, “işlem hataları” ve “amaçla örtüşmeyen görev ve model seçimi” şeklinde ortaya çıkmıştır. Ayrıca öğretmen adayları, öğrencilerin gerçekçi tepkilerini öngörmede ve uygun diyaloglar oluşturmada da zorluklar yaşamıştır. Bu bulgular, öğretmen adaylarının kesirlerin çarpımını daha etkili bir şekilde öğretebilmeleri için daha kapsamlı matematik alan bilgisi sağlanmasının gerekliliğini vurgulamaktadır. Öğretmen adaylarının öğretim imajlarının ve matematik öğretim stratejilerinin nasıl desteklenebileceğinin araştırılması önerilmektedir.

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Cite This Article

Eroğlu, D., Yığ, K. G. (2025). Investigations of Prospective Elementary Mathematics Teachers’ Lesson Plays on Multiplication of Fractions. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, Cilt: 19 Sayı: 2, 465–494. https://doi.org/10.17522/balikesirnef.1650562

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