Examination of the problems posed by preservice elementary mathematics teachers

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dc.authorscopusid57208026629
dc.authorscopusid55129456300
dc.authorscopusid57201355759
dc.contributor.authorSaka, E.
dc.contributor.authorAlkan, S.
dc.contributor.authorArabaci, D.
dc.date.accessioned2021-12-01T18:39:02Z
dc.date.available2021-12-01T18:39:02Z
dc.date.issued2020
dc.department[Belirlenecek]en_US
dc.description.abstractThis study aims to examine and analyse the problems posed by the preservice elementary mathematics teachers. Case study method based on qualitative approach was used with the aim of examining the problems posed by the preservice teachers in depth. Purposeful sampling was used in the determination of the participants. The sample consisted of 12 preservice teachers studying in the 2nd grade of the Elementary Mathematics Teaching Program of a state university. Data were collected through the semi-structured problemposing activity called "House Problem", which was created by Getzels and Jackson (1962) and revised by Leung in 1993, and the participants were asked to solve the problems that they posed. Coding scheme developed by Silver and Cai (1996) was used in the analysis of the problems posed by the preservice teachers. It was detected that 12 participants posed 41 problems and 33 of these problems could be solvable problems. It was also determined that the number of the problems posed by the preservice teachers was generally limited to three. It was concluded that almost all participants posed at least one problem containing determinative or relational proposition. Also, it was determined that the problems posed by the preservice teachers were moderate in terms of mathematical complexity. When the problems posed were evaluated in this respect, it was realized that the preservice teachers should be supported in order to increase the complexity of the problems. In this context, it is recommended that the course in the faculties of education give more prominence to problem posing activities, and preservice teachers experience long-lasting problem posing activities. Also, it is recommended that further research is conducted on the difficulties experienced by the preservice teachers in problem-posing as well as their reasons and that solution proposals are developed to overcome these difficulties. © Peter Lang GmbH. Internationaler Verlag der Wissenschaften Berlin 2020. All rights reserved.en_US
dc.identifier.endpage158en_US
dc.identifier.isbn9783631811955; 9783631803417
dc.identifier.scopus2-s2.0-85091692286en_US
dc.identifier.startpage139en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12684/9971
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherPeter Lang AGen_US
dc.relation.ispartofChanging Educational Paradigms: New Methods, Directions, and Policiesen_US
dc.relation.publicationcategoryKitap Bölümü - Uluslararasıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectLinguistic complexityen_US
dc.subjectMathematical complexityen_US
dc.subjectPreservice teachersen_US
dc.subjectProblem posingen_US
dc.titleExamination of the problems posed by preservice elementary mathematics teachersen_US
dc.typeBook Chapteren_US

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