KaydedilenlerDerginizi ekleyin

Dergiler / European Journal of Educational Research / 2017 / Cilt: 6 Sayı: 3

Views of Mathematics Teacher Candidates about the Technological Tools That Can Be Used in Mathematics Lessons

Tamer KUTLUCA
Sayfa
321–330
Yayın Tarihi
2017-07-15
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)

In addition, teacher candidates stated that there were computers at most as technological tools in their faculties and the technological tools in their faculties were mostly used for visualization/concretization the subject

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:In this research, it was aimed to determine the views of mathematics teacher candidates about the technological tools that can be used in mathematics lessons.
📊
Temel Bulgular & Veri:The research was conducted through qualitative research methodology. 120 teacher candidates who were educated in the mathematics teacher education program in Dicle University Ziya Gokalp Education Faculty took part to the research.
💡
Sonuç & Katkı:In addition, teacher candidates stated that there were computers at most as technological tools in their faculties and the technological tools in their faculties were mostly used for visualization/concretization the subject
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Mathematics · technology · technological tools

Abstract

In this research, it was aimed to determine the views of mathematics teacher candidates about the technological tools that can be used in mathematics lessons. The research was conducted through qualitative research methodology. 120 teacher candidates who were educated in the mathematics teacher education program in Dicle University Ziya Gokalp Education Faculty took part to the research. The data of the study were collected through semi-structured interviews. The data collection tool used in the study is an interview form developed by the researcher, and it consists of open-ended questions. In the analysis of the data, descriptive analyses were used. As a result of the data analysis obtained from the research, it was determined that teacher candidates responded as “computer/computer software” at most for the questions about what technological tools could be used in mathematics lessons, what technological tools they would use when they were teachers, and which technological tools would be beneficial. In addition, teacher candidates stated that there were computers at most as technological tools in their faculties and the technological tools in their faculties were mostly used for visualization/concretization the subject

🔖

Bu Makaleye Atıf Yap

KUTLUCA, T. (2017). Views of Mathematics Teacher Candidates about the Technological Tools That Can Be Used in Mathematics Lessons. European Journal of Educational Research, Cilt: 6 Sayı: 3, 321–330. https://ajindex.com/articles/987301

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (11)

  1. Akkoyunlu, B. (2002). Ogretmenlerin internet kullanimi ve bu konudaki ogretmen gorusleri [Use of internet by teachers and their opinions on the issue]. Hacettepe University Journal of Education, 22, 1-8.
  2. Alakoc, Z. (2003). Matematik ogretiminde teknolojik modern ogretim yaklasimlari [Technological modern teaching approaches in mathematics teaching]. The Turkish Online Journal of Educational Technology, 2 (1), 43-49.
  3. Brown, J. P. (2017). Teachers’ perspectives of changes in their practice during a technology in mathematics education research project. Teaching and Teacher Education 64, 52-65.
  4. Buyukbaykal, C.I. (2015). Communication technologies and education in the information age. Procedia - Social and Behavioral Sciences, 174, 636-640.
  5. Cagıltay, K., Cakiroglu, J., Cagıltay, N., & Cakiroglu, E. (2001). Ogretimde bilgisayar kullanimina iliskin ogretmen gorusleri [Teachers’ perspectives about the use of computers in education]. Hacettepe University Journal of Education, 21, 19-28.
  6. Catlioglu, H. & Kutluca, T. (2008). Matematik ogretmeni adaylarinin ogrenme ortamlarinda internet kullanimina yonelik gorusleri [Prospective mathematics teachers’ views toward internet usage in learning environments]. In proceedings of VIII. International Educational Technology Conference, 454-457.
  7. Eskisehir. Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches (Third edition). New York: Sage. Dogan, A., & Akbarov, A. (2016). Teachers’ attitudes toward the usage of mobile devices in efl classroom. European Journal of Educational Research, 5 (1), 11-17.
  8. Durukan, U. G., Hacıoglu, Y. & Donmez-Usta, N. (2016). Bilgisayar ve ogretim teknolojileri ogretmeni adaylarinin “teknoloji” algilari [Computer education and instructional technology prospective teachers’ perceptions of technology]. Journal of Computer and Education Research, 4 (7), 24-46.
  9. Erdemir, N., Bakirci, H., & Eyduran, E. (2009). Ogretmen adaylarinin egitimde teknolojiyi kullanabilme ozguvenlerinin tespiti [Determining of student teachers’ self-confidence using technology in instruction]. Journal of Turkish Science Education, 6 (3), 99-108.
  10. Holmes, K. (2009). Planning to teach with digital tools: introducing the interactive whiteboard to pre-service secondary mathematics teacher. Australasian Journal of Educational Technology, 25(3), 351-365.
  11. Isik, A. D. (2015). Features of mobile devices and its implications into education: a literature review. Journal of Computer and Education Research