KaydedilenlerDerginizi ekleyin

Dergiler / Turkish Online Journal of Distance Education / 2012 / Cilt: 13 - Sayı: 4

Virtual Or Physical: In-Service And Pre-Service Teacher’s Beliefs And Preferences On Manipulatives

Yasar AKKAN
Sayfa
167–192
Yayın Tarihi
2012-12-01
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

As a result, the majority of teachers and pre-service teachers have been identified to carry positive beliefs for the use of virtual and physical manipulatives in mathematics education and they have expressed that they desire to use both types of manipulatives more in the future.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:Although the use of physical manipulatives, which have been emphasized to use in preschool education program and primary and secondary mathematics curriculum, in classroom environments is old, it is very new to use virtual manipulatives in classroom environments.
📊
Temel Bulgular & Veri:For this purpose, 148 teachers, in the provinces of Trabzon, Kars and Gümüşhane, and 228 pre-service teachers, in the Education Faculties of Karadeniz Technical University and Kafkas University, have been applied two types of scales and interviews have been conducted with 40 teachers and pre-service teachers selected from that sample.
💡
Sonuç & Katkı:As a result, the majority of teachers and pre-service teachers have been identified to carry positive beliefs for the use of virtual and physical manipulatives in mathematics education and they have expressed that they desire to use both types of manipulatives more in the future.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Mathematics Education · Belief · Virtual And Physical Manipulatives

Abstract

Although the use of physical manipulatives, which have been emphasized to use in preschool education program and primary and secondary mathematics curriculum, in classroom environments is old, it is very new to use virtual manipulatives in classroom environments. The selection, preparation, and the integration to learning environments of both types of manipulatives are the most basic duties of teachers. However, the experiences, of using the physical and virtual manipulatives in course environments, of teachers and pre-service teachers are influenced by beliefs about the nature, teaching and learning of mathematics. The aim of this study is to determine and compare the beliefs of teachers and pre-service teachers in different branches for the use of virtual and physical manipulatives in mathematics education. For this purpose, 148 teachers, in the provinces of Trabzon, Kars and Gümüşhane, and 228 pre-service teachers, in the Education Faculties of Karadeniz Technical University and Kafkas University, have been applied two types of scales and interviews have been conducted with 40 teachers and pre-service teachers selected from that sample. Frequencies, percentages and arithmetic averages have been used to analyze the data. As a result, the majority of teachers and pre-service teachers have been identified to carry positive beliefs for the use of virtual and physical manipulatives in mathematics education and they have expressed that they desire to use both types of manipulatives more in the future.

🔖

Bu Makaleye Atıf Yap

AKKAN, Y. (2012). Virtual Or Physical: In-Service And Pre-Service Teacher’s Beliefs And Preferences On Manipulatives. Turkish Online Journal of Distance Education, Cilt: 13 - Sayı: 4, 167–192. https://ajindex.com/articles/140589

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (13)

  1. Akkaya, Durmuş & Tunç (2012). İlköğretim matematik öğretmen adaylarının somut materyal ve sanal manipülatifleri eğitim süreçleri boyunca kullanabilme durumlarının belirlenmesi, X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi (X. UFBMEK), Niğde. Albirin, A. (2006). Teachers-attitudes toward information and communication technologies: The case of Syrian EFL teachers. Computers & Education, 47, 373–398.
  2. Arı, M. & Bayhan, P. (2002). Okulöncesi dönemde bilgisayar destekli eğitim. İstanbul:
  3. Epsilon Yayıncılık. Baki, A. (2000). Preparing student teachers to use computers in mathematics classrooms through a long –term pre-service course in Turkey. Journal of Information Technology for Teacher Education, 9(3), 343-462.
  4. Baykal, A. (1994). Davranış ölçümünde yapısal geçerlik göstergesi. Türk Psikoloji Dergisi, 33, 45-50.
  5. Bulut, S., Cömlekoğlu, G., Secil, S.O., Yıldırım, H. & Yıldız, B.T. (2002). Matematik öğretiminde somut materyallerin kullanılması. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Ankara.
  6. Clement, D. H. & McMillen, S. (1996). Rethinking concrete manipulatives. Teaching Children Mathematics, 2(5), 270-279.
  7. Clement, D. H. (2002). Computers in early childhood mathematics. Contemporary Issues in Early Childhood, 3(2), 160-181.
  8. Clements, D. (1999). Concrete' manipulatives, concrete ideas. Contemporary Issues in Early Childhood, 1(1), 45-60.
  9. Crawford, C., & Brown, E. (2003). Integrating internet-based mathematical manipulatives within a learning environment. Journal of Computers in M athematics and Science Teaching, 22, 169–180.
  10. Çakıroğlu, U, Güven, B. & Akkan,Y. (2008). Matematik öğretmenlerinin matematik eğitiminde bilgisayar kullanımına yönelik inançlarının incelenmesi, H. U. Journal of Education, 35, 38-52,.
  11. Drickey, N.A. (2000). A comparison of virtual and physical manipulatives in teaching visualization andspatial reasoning to middle school mathematics students. Unpublished doctoral dissertation, Utah State University. Durmus, S. & Karakirik, E. (2006). Virtual manipulatives in mathematics education: A theoretical framework. The Turkish Online Journal of Educational Technology, 5(1), 12. Ernest, P. (1989). The impact of beliefs on the teaching of mathematics.(edit. Paul Ernest) Mathematics teaching: The stateof art (s. 249–254).
  12. London, Falmer Pres. Ernest, P. (1991). The philosophy of mathematics education. Hampshire: The Falmer Press.
  13. Fine, A. E. & Fleener, M. J. (1994). Calculators as instructional tools: Perceptions of three preservi