Turkish Journal of Mathematics Education

An Analysis of the Prospective Teachers’ Noticing of Student Mathematical Thinking

2023-09-08T16:40:41+00:00

This study analyzed the prospective teachers’ noticing of students’ mathematical thinking. In the analysis of their skills of noticing, the main consideration was the details that the teachers attended to, the way that they interpreted students’ mathematical understanding and the practices that they would perform to support students’ mathematical understanding. The study employed a descriptive research model, which is one of the qualitative research methods. It was carried out with a total of 27 senior prospective middle school mathematics teachers in in a state university in the 2015-2016 academic year. In the data collection process, the prospective teachers were asked to analyze the 7th grade students’ solutions. Prospective teachers examined these solutions within the framework of the questions in relation to the subskills of attending to, interpreting, and deciding on the next step, which were identified by Jacobs et al. (2010) regarding the skill of noticing students’ mathematical thinking. The data analysis was conducted using the framework developed by Jacobs et al. as well. The study concluded that the prospective teachers were relatively better at the dimension of attending to than the dimension of interpreting and deciding on. Further, it was found that the prospective teachers overlooked the noteworthy mathematical details in the strategies of the students and focused on the operations performed by the students and that their interpretations did not indicate the students’ mathematical understanding. Moreover, the study revealed that the prospective teachers tended to come up with practice-based ideas and to use their own instructional knowledge rather than the students’ thinking in the dimension of deciding on the next step in their teaching.

The Relationship between Active Participation in Mathematics Classes and Motivational Regulation and Critical Thinking Disposition

2023-09-20T07:23:32+00:00

This study aimed to investigate the relationship between students' active participation in mathematics classes and their motivational regulations and critical thinking dispositions towards math. The sample comprised 243 secondary school students. The data were collected using the scales previously developed in the literature for middle and high school students. Data collection procedures were carried out by the mathematics teachers of the relevant classes in their own classrooms. First of all, the Kolmogorov-Smirnov test was applied, followed by the calculation of the Spearman rank difference correlation coefficient to examine the relationship between active participation and motivational regulation, and the Pearson correlation coefficient to show the relationship between active participation and critical thinking disposition. The research findings indicated a moderately significant positive relationship between students' active participation in mathematics classes and their motivational regulation ( ). A similar moderately significant positive relationship was observed between students' active participation in mathematics classes and their critical thinking dispositions ( ). These findings could contribute to planning and presenting solution proposals based on the identified variables in this study, with the aim of enhancing active participation in mathematics classes.

Examining Mathematics Teachers’ Opinions About the Content of the 11th Grade Mathematics Textbook

2023-08-17T19:57:36+00:00

In 2018, the curriculum was renewed and in this process, deficiencies in mathematics textbooks were tried to be determined. In the context of this effort, suggestions have been made regarding the quality of mathematics textbooks. In this way, it was thought to make the textbooks more functional in mathematics lessons. Due to the fact that the textbooks prepared in this context are new, it is necessary to reveal how the textbooks were interpreted by the teachers in terms of content. In this context, the aim of this research is to reveal the opinions of teachers about the 11th grade mathematics textbook prepared by the Ministry of National Education, Board of Education. The mixed method was used in the research and the research was designed with a case study. The data collection tool in the quantitative dimension of the research consists of the "evaluation survey of mathematics textbooks in terms of content" for which validity and reliability studies have been made, and the semi-structured interview form is the data collection tool in the qualitative dimension. As a result of the data obtained from the participants, it has been revealed that the books do not contain different types of questions, they are insufficient in terms of creating an environment that supports asking questions, and the concepts related to reasoning are not included enough in the books.

Examining the Relationship between Teaching with Multiple Representations and Students' Mathematical Ability in Primary School 2nd Grade Mathematics Class

2023-11-17T06:44:53+00:00

In the present study, it was examined whether there was a significant relationship between teaching with multiple representations and students' mathematical ability in the second grade primary school mathematics course. The pre-test and post-test quasi-experimental design, which is one of the quantitative research methods, was preferred in the study. The study group consisted of 23 second-grade students. The study was conducted with the 24 learning outcomes that were envisaged by the sub-learning areas of the subject Natural Numbers and Four Operations in Natural Numbers. The implementation period of the study lasted for 22 weeks and 110 lesson hours. The data of the study were collected with the Readiness Test, the Revised Early Numeracy Test and the Final Achievement Test and were analyzed with the Pearson Correlation Analysis. As a result of the study, it was concluded that there was a positive, moderate and significant relationship between the Revised Early Numeracy Test applied to the Study Group students and the Readiness Test success scores. It was also concluded that there was a positive and highly significant relationship between the Revised Early Numeracy Test that was applied to the students in the study group and the final achievement test scores.