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Journals / Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi / 2012 / Sayı: 23

Pre-Service Elementary Teachers’ Problem Posing Skills

Sınıf Öğretmeni Adaylarının Problem Kurma Becerileri

CEMALETTİN IŞIK
TUĞRUL KAR
Pages
190–214
DOI
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AI Summary & Key Takeaways

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

In addition to this, upon examining the interrogative roots of the posed problems, it was revealed that problem types which associated expressions provided with different mathematical concepts were limited and the problems which could be solved with rather simple calculations were by far preferred.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:It was aimed in this study, to determine the problem posing skills of pre-service elementary teachers’ over semi-structured situations.
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Key Findings & Data:Study included 114 senior class teacher candidates from Elementary Teacher Program of a university.
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Conclusion & Impact:In addition to this, upon examining the interrogative roots of the posed problems, it was revealed that problem types which associated expressions provided with different mathematical concepts were limited and the problems which could be solved with rather simple calculations were by far preferred.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:sınıf öğretmeni adayları · problem kurma · sayılar

Abstract

It was aimed in this study, to determine the problem posing skills of pre-service elementary teachers’ over semi-structured situations. Study included 114 senior class teacher candidates from Elementary Teacher Program of a university. Problem Posing Test (PPT) consists of 2 items towards open-ended situations within semi-structured problem posing situations and it consists of 1 problem posing item towards symbolic representations. Analyzes of pre-service elementary teachers’ posed problems indicate that numbers of various problems posed towards semi-structured situations were low. The candidates had relatively higher difficulties in posing problems towards dividing with remainder, in particular. In addition to this, upon examining the interrogative roots of the posed problems, it was revealed that problem types which associated expressions provided with different mathematical concepts were limited and the problems which could be solved with rather simple calculations were by far preferred.

Özet

Çalışmada sınıf öğretmeni adaylarının yarı yapılandırılmış durumlar üzerinden problem kurma becerilerinin belirlenmesi amaçlanmıştır. Çalışma, doğudaki bir üniversitenin Sınıf Öğretmenliği Programı son sınıfında öğrenim gören 114 öğretmen adayı ile yapılmıştır. Problem Kurma Testi(PKT) yarı-yapılandırılmış problem kurma etkinlikleri içerisinde yer alan açık-uçlu durumlara yönelik iki, sembolik temsillere yönelik bir problem kurma maddesinden oluşmaktadır. Çalışma bulguları adayların, yarı-yapılandırılmış durumlara yönelik farklı problemler kurabilme sayılarının düşük olduğuna işaret etmektedir. Adaylar özellikle kalanlı bölme işlemine yönelik farklı problemler kurmada daha fazla zorlanmışlardır. Bunun yanı sıra kurulan problemlerin soru kökleri dikkate alındığında, farklı matematiksel kavramlar ile verilen ifadeleri ilişkilendiren problem çeşitlerinin sınırlı olduğu ve basit hesaplamalar ile çözülebilecek problemlerin daha fazla tercih edildiği tespit edilmiştir.

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Cite This Article

IŞIK, C., KAR, T. (2012). Pre-Service Elementary Teachers’ Problem Posing Skills. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, Sayı: 23, 190–214. https://ajindex.com/articles/276129

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References (10)

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