45 research outputs found
The Field Experiences of Student Teachers and Effective Mathematics Teaching in Turkey
No full textThe aim of this study was to investigate the cooperative teachers’ supervision for effective mathematics teaching from the perspective of elementary student teachers during their field experiences. The participants were 259 senior elementary education majors (189 female and 70 male) who were enrolled in practicum courses at a Turkish university. Results of the study revealed that cooperative teachers as a supervisor seemed to be deficient for interacting with student teachers as well as assisting them to develop critical point of views for teaching mathematics effectively. The study suggests that faculty-school partnership should be reconsidered for selection and professional development of cooperating teachers
The relationship between elementary students’ achievement emotions and sources of mathematics self-efficacy
No full textThe current study examined the structure of achievement emotions (enjoyment, anxiety, boredom) and sources of self-efficacy (mastery experience, vicarious experience, social persuasions, and physiological state) of the elementary students by asking whether the two systems were related. Results revealed that the students enjoyed doing mathematics and felt less anxious and bored in different academic settings. Elementary students’ sources of self-efficacy regarding mastery experience, vicarious experience and social persuasions were found to be sufficient. They held a low level of sources of self-efficacy regarding physiological state. Findings revealed that gender is not a distinguishing factor when explaining students’ achievement emotions and sources of self-efficacy. A significant difference was found between students’ achievement emotions and sources of self-efficacy regarding mathematics achievement. Results of the study revealed that achievement emotions and sources of mathematics self-efficacy were closely intertwined. © 2019, International Journal of Research in Education and Science. All rights reserved
Sinif Ögcaron;retmeni adaylarinin ö?retim için matematiksel bilgisi: Ö?rencilerin toplama ve çikarma şlemlerine ilişkin çözümlerinin analizi
No full textThe purpose of this study was to examine elementary preservice teachers' mathematical knowledge for teaching. Twenty-seven third year preservice teachers enrolled in classroom teaching program participated in this study. Data were collected through written documents (preservice teachers' response to open-ended questions about addition and subtraction operations) and semi-structured interviews. In this study, 'Mathematical Knowledge for Teaching' framework developed by Ball, Thames and Phelps (2008) was used for the analyses of the data. Results revealed that most of the preservice teachers' content knowledge was developed. However, a few had limited 'Specialized Content Knowledge'. For Pedagogical Content Knowledge, most of the preservice teachers had tendency to choose short and practical approaches that were used by their elementary teachers
ENRICHING A PRESERVICE TEACHER'S CLASSROOM EXPERIENCES THROUGH CYCLES OF TEACHING AND REFLECTION
No full textThis study adds momentum to the ongoing teacher education discussion by observing a preservice teacher's development and implementation of a lesson plan in a high school classroom. The consequences of his lack of teaching experience and incomplete content knowledge on his pedagogical content knowledge were observed during his planning and teaching of a lesson to a group of high school students. Although his experience in this study did not substantially alter his content and pedagogical content knowledge, he gained experience in preparing and teaching a lesson. The results indicate that preservice teachers benefit from multiple cycles of planning, implementing, and reflecting on their teaching, in stages of increasing awareness, under the supervision of their professors and experienced teachers
ELEMENTARY PRESERVICE TEACHERS CONTENT KNOWLEDGE FOR TEACHING: EXAMINING THEIR ANALYSIS OF STUDENTS ALTERNATIVE SOLUTIONS
No full text35th Annual Conference of the International-Group-for-the-Psychology-of-Mathematics-Education (PME) -- JUL 10-15, 2011 -- Middle E Tech Univ, Ankara, TURKEY[Anstract Not Available]Int Grp Psychol Math Edu
Performance of Students with Different Learning Preferences in Traditional First Semester Calculus
No full textThe present study sought to examine mathematical performance of students with different learning preferences in traditionally taught first semester calculus as well as its relationship with learning preference, spatial ability, and verbal-logical reasoning ability. Data were collected from 86 students enrolled in two sections of first semester calculus at a large state university located in the Southeastern U. S. Although the study was too small to enable generalizations, the results suggest that mathematical performance is not related to learning preference, and students do not differ in their calculus performance due to a mismatch between the instructional mode and their learning preference
Precedent analysis in landscape architecture: In search of an analytical framework
No full textPrecedent analysis is the systematic analysis of plans that enables comparison between plan types as well as within a plan type. The goal is generic design knowledge that can be of use in day-to-day practice and theory development. The core issue in this paper is how the successful approach of precedent analysis in architecture developed by Guney, can be reworked to make it also applicable for landscape architecture. One of the first issues to be addressed, is how the dynamics of landscape architectural form and design can be integrated into the approach of precedent analysis. Design in landscape architecture being process oriented and at different levels of intervention, was the basis for an analytical framework. This analytical framework relates perception, analysis and intervention. One of the conclusions is that precedent analysis can form the bases for theory development as a body of coherent, generic and explicit design knowledge.UrbanismArchitectur
Reciprocal Relationships between Mathematics Anxiety and Attitude towards Mathematics in Elementary Students
No full textCognitive demands in the us and Turkish primary mathematics text books: The case of decimals
No full textImportance of Pedagogy Courses on Preservice Teachers' Professional Development
No full textPurpose of this study is to identify preservice teachers' views on pedagogy courses. The study was conducted with seventy-two final year preservice teachers enrolled in elementary and early childhood education programs at a university established in Marmara Region. In this qualitative study, data were collected through open-ended questions. Result of this study revealed that thirty-eight of elementary preservice teachers and twenty early childhood preservice teachers indicated that pedagogy courses had positive impact on their views towards teaching profession. Some preservice teachers indicated that the courses did not change their views about teaching profession
