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Journals / Adıyaman Üniversitesi Eğitim Bilimleri Dergisi / 2017 / Cilt: 7 - Sayı: 1

Secondary School Mathematics Teachers' Pedagogical Views on the Concept and Teaching of Place Value

Kamuran TARIM1
Pages
41–60
Publication Date
2022-10-11
DOI
—
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AI Summary & Key Takeaways

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

Findings of the study show that teachers have similar thoughts to identify the difficulties their students have and the misconceptions they have developed with the concept of place value, but present different teaching approaches to overcome these difficulties and misconceptions.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:In this article, it was tried to determine the awareness of secondary school mathematics teachers about the difficulties of their students on 'place value' and their views and opinions on the teaching approaches that might be implemented to overcome these difficulties.
📊
Key Findings & Data:In the interview, there were 5 main questions and 2 questions related to the misconceptions the teachers faced in their teaching experience.
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Conclusion & Impact:Findings of the study show that teachers have similar thoughts to identify the difficulties their students have and the misconceptions they have developed with the concept of place value, but present different teaching approaches to overcome these difficulties and misconceptions.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

In this article, it was tried to determine the awareness of secondary school mathematics teachers about the difficulties of their students on 'place value' and their views and opinions on the teaching approaches that might be implemented to overcome these difficulties. The study sample consisted of nine mathematics teachers working at middle schools in Adana and Gaziantep from lower, middle and upper socioeconomic levels. This study used case study model. Clinical interview method was used for data collection. In the interview, there were 5 main questions and 2 questions related to the misconceptions the teachers faced in their teaching experience. Findings of the study show that teachers have similar thoughts to identify the difficulties their students have and the misconceptions they have developed with the concept of place value, but present different teaching approaches to overcome these difficulties and misconceptions.

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Cite This Article

TARIM1, K. (2022). Secondary School Mathematics Teachers' Pedagogical Views on the Concept and Teaching of Place Value. Adıyaman Üniversitesi Eğitim Bilimleri Dergisi, Cilt: 7 - Sayı: 1, 41–60. https://ajindex.com/articles/428347

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