Turkish Journal of Mathematics Education

Preservice Elementary Mathematics Teachers’ Evaluations of Microteaching Practices

2023-01-04T11:19:49+00:00

In this study, preservice mathematics teachers were provided with experience of online distance education using the microteaching technique, and in this context, the aim was to determine the preservice teachers’ opinions and the difficulties they faced regarding microteaching practices as a result of their microteaching experiences. The study was conducted with 47 preservice teachers studying in the 3rd grade of the Elementary Mathematics Teaching Programme at a state university. Preservice teachers who took the Microteaching course implemented distance education for their classmates via digital platforms. Microteaching practices recorded on video were watched and feedback was given by the instructor and all preservice teachers. After this, the preservice teachers were given the opportunity to make the necessary revisions and give a presentation for the second time. In the study, in which a mixed method approach was adopted, the data collection tools named “Preservice Teachers’ Opinions on Microteaching ” and “Difficulties Experienced by Preservice Teachers in Microteaching ” developed by Kazu (1996) were used for the quantitative data, while an interview form prepared by the researcher was used for the qualitative data. The results of the study revealed that preservice teachers held many positive views on microteaching practices. The preservice teachers stated that watching their own microteaching videos and obtaining feedback from their classmates and instructor about these videos enabled them to improve themselves. Difficulties experienced by preservice teachers were generally at a low level. The most common difficulties were internet connection problems, technological hardware deficiencies, and based on this, the inability to use the stylus effectively. The preservice teachers suggested that students should be allowed to practise in a real classroom in order to make microteaching practices more successful.

Study of the Scale for Using the History of Mathematics in Mathematics Teaching: Validity and Reliability

2022-11-28T09:09:03+00:00

The goal of this study was to develop a valid and reliable scale to assess secondary school students’ views on the inclusion of mathematical history in math teaching. The literature was first searched during the scale development phase, and then views from experts and teachers were obtained. A 5-point Likert-type draft scale with 44 items was prepared once the data was collected. The draft scale created was applied to 405 students studying in 4 different secondary schools affiliated to the state in Giresun province. After the exploratory and confirmatory factor analysis, it was determined that 26 items with an eigenvalue greater than 1 were grouped under 3 factors. The total variance explained by the three factors for the scale was calculated as 42.57%. The Kaiser-Meyer-Olkin coefficient of the scale was 0.881, and the Bartlett significance level was found as p = 0.000. Test-retest and Cronbach Alpha internal consistency coefficient were calculated to examine the reliability of the scale. The test-retest reliability coefficient was 0.87 and the Cronbach Alpha internal consistency coefficient was 0.902. In addition, the significance of the items in the lower 27% and upper 27% groups between the mean scores were checked for reliability. Confirmatory factor analysis was performed to confirm the three-factor opinion scale. It was determined that x²/ df and AGFI values were at perfect fit, while RMSEA, CFI, GFI, and RMSR values were at acceptable fit levels. The study’s findings demonstrated the validity and reliability of the developed scale. Therefore, the final version of the scale can be used to determine students’ views on the use of history of mathematics in mathematics teaching.

Examining Attitudinal Traits and Geometry Achievement of the Pre-service Teachers

2023-01-04T11:24:34+00:00

The performance of students in geometry has been consistently linked with attitude. Some attitudinal constructs (enjoyment, confidence and usefulness) and their link with pre – service teachers’ achievement in geometry are investigated in this study. This quantitative study employed a questionnaire on the enjoyment, confidence, and usefulness of geometry together with a test on geometry, in order to take data from pre – service teachers. A systematic sampling of 225 pre – service mathematics teachers in second year made up the participants of this study. The results showed that confidence, enjoyment and usefulness were all positive and this indicated a positive attitude of pre – service teachers toward geometry. There was also a negative relationship between their attitude and their performance. However, multiple regression analysis indicated that Confidence was the highest predictor of achievement followed by enjoyment and usefulness.