SavedAdd your journal

Journals / Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Dergisi / 2016 / Cilt: 4 - Sayı: 2

Mathematics Student Teachers’ Views about Misconceptions on Fractions

Matematik Öğretmeni Adaylarının Kesirler Konusundaki Olası Kavram Yanılgılarına İlişkin Görüşleri

Semiha KULA ÜNVER
Pages
1–15
Publication Date
2016-06-05
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

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

For this reason, it is thought that it is necessary for the student teachers to learn about different kinds of misconceptions and to learn the ways of preventing the formation of the misconceptions and also the educational ways of what they should do when they meet them.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this study is to determine the views of primary school mathematics student teachers regarding possible misconceptions about fractions.
📊
Key Findings & Data:Qualitative research method was used for this purpose and the study was conducted with 40 primary school mathematics student teachers.
💡
Conclusion & Impact:For this reason, it is thought that it is necessary for the student teachers to learn about different kinds of misconceptions and to learn the ways of preventing the formation of the misconceptions and also the educational ways of what they should do when they meet them.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Matematik öğretmeni adayı · kesirler · kavram yanılgısı

Abstract

The purpose of this study is to determine the views of primary school mathematics student teachers regarding possible misconceptions about fractions. Qualitative research method was used for this purpose and the study was conducted with 40 primary school mathematics student teachers. The data was collected from written response papers in which student teachers wrote about the possible misconceptions on fractions and their examples. Misconceptions derived from content analysis were grouped under 12 headings. While most of the student teachers expressed two types of misconceptions, the other types of misconceptions were less expressed. There are also other misconceptions in the literature that are not indicated by teacher candidates. For this reason, it is thought that it is necessary for the student teachers to learn about different kinds of misconceptions and to learn the ways of preventing the formation of the misconceptions and also the educational ways of what they should do when they meet them.

Özet

Bu çalışmanın amacı ilköğretim matematik öğretmeni adaylarının kesirler konusundaki olası kavram yanılgılarına ilişkin görüşlerini belirlemektir. Amaç doğrultusunda nitel araştırma yönteminden yararlanılmış ve çalışma 40 ilköğretim matematik öğretmeni adayı ile gerçekleştirilmiştir. Veriler öğretmen adaylarının kesirler konusunda sahip olunabilecek kavram yanılgılarını ve örneklerini yazdıkları cevap kağıtlarından derlenmiştir. İçerik analizinden yararlanılarak elde edilen yanılgılar 12 başlık altında toplanmıştır. Öğretmen adaylarının büyük kısmı iki yanılgı türünü ifade ederken, geri kalan yanılgı türleri daha az ifade edilmiştir. Alanyazında yer alan ancak öğretmen adaylarınca belirtilmeyen kavram yanılgısı türleri bulunmaktadır. Bu nedenle öğretmen adaylarının farklı yanılgı türlerine ilişkin bilgi edinmelerinin ve söz konusu yanılgıların oluşumunu engelleme yolları ile bu yanılgılarla karşılaştıklarında nasıl bir yol izlemeleri gerektiğini öğrenmelerinin gerekli olduğu düşünülmektedir.

🔖

Cite This Article

ÜNVER, S. K. (2016). Mathematics Student Teachers’ Views about Misconceptions on Fractions. Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 4 - Sayı: 2, 1–15. https://ajindex.com/articles/238726

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (9)

  1. Alghazo, Y. M. & Alghazo, R. (2017). Exploring Common Misconceptions and Errors about Fractions among College Students in Saudi Arabia. International Education Studies, 10(4), 133. An, S., Kulm, G., & Wu, Z. (2004). The pedagogical content knowledge of middle school mathematics teachers in China and the U.S. Journal of Mathematics Teacher Education. 7, 145–172.
  2. Askew, M. & Wiliam, D. (1995). Recent research in mathematics education 5-16. Stationery Office Books (TSO). Ball, D. L., & Bass, H. (2000). Interweaving content and pedagogy in teaching and learning to teach: knowing and using mathematics. In J. Boaler (Ed.), Multiple Perspectives on Mathematics Teaching and Learning, Westport, CT: Ablex. Ball, D. L., & McDiarmid, G. W. (1990). The subject matter preparation of teachers. In R. Houston (Ed.), Handbook of Research on Teacher Education. New York: Macmillan. Bergeson, T. (2000). Teaching and learning mathematics. Retrieved on January, 12, 2008.
  3. Biber, A. Ç., Tuna, A. & Aktaş, O. (2013). Öğrencilerin kesirler konusundaki kavram yanılgıları ve bu yanılgıların kesir problemleri çözümlerine etkisi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 3(2), 152-162.
  4. Bogen, M. (2008). When 1/2 + 1/3 = 2/5. Harvard Education Letter, 1(5), 11 - 14. Booker, G. (1998). Children’s construction of initial fraction concepts. In Proceedings of the 22nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 128-135).
  5. Bukova Güzel, E. (2010). An investigation of pre-service mathematics teachers pedagogical content knowledge: Example of solid objects. Scientific Research and Essays, 5(14), 1872-1880.
  6. Bukova Güzel, E., Elçi, A. N. & Alkan, H. (2006). Yapılandırmacı Öğrenme Ortamında Fonksiyon Kavramının Öğrenilmesine Yönelik Etkinlikler. Eğitimde Çağdaş Yönelimler – III: Yapılandırmacılık ve Eğitime Yansımaları Sempozyumu (29 Nisan 2006),
  7. Tevfik Fikret Okulları, İzmir.
  8. Carlsen, W. S. (1999). Domains of teacher knowledge. In J. Gess-Newsome & N.G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education. (pp. 133-144).
  9. Springer Netherlands. Charalambous, C. Y. & Pitta-Pantazi, D. (2005). Revisiting a theoretical model on fractions: Implications for teaching and research. In Chick, H. L. & Vincent, J. L. (Eds.). Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, pp. 233-240. Melbourne: PME. Chick, H. L. & Baker, M. K. (