Sürdürülebilir Kalkınma Amaçları
Yayınlar
- MakaleAçık Erişim2022The Process of Learning the Probability with Metacognitive Inquiry: A Teaching Experiment
Öztürk, Mesut; Kılıç, Mehmet Akif
This study was conducted to evaluate the learning environment based on metacognitive inquiry designed for elementary school mathematics teacher candidates. A learning environment based on metacognitive inquiry was created for the teaching of the concept of probability. In this learning environment, as a result of the interviews made after each application and the observations of the researcher, arrangements were made in the learning environment. Within the scope of the regulations, an alternative model based on metacognitive inquiry emerged for pre-service mathematics teachers. In this study, which was carried out according to the qualitative research design, the teaching experiment model was used. 31 pre-service mathematics teacher candidates participated in the study. The data of the study were collected by interview form, observation form and participant diaries. The results showed that in the learning environment based on metacognitive inquiry, the clues that lead the participants to the solution were necessary in the first applications, but the participants did not need these clues in the further applications. In addition, the activities that started as small group work were transformed into individual activities in line with the feedback received from the students. It was determined that pre-service teachers made more inquiries in individual practices.
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İncele - MakaleAçık Erişim2020Investigation of Teacher Knowledge of Elementary Mathematics Teachers: Case of Probability
Öztürk, Mesut; Küçük Demir, Betül; Kılıç, Mehmet Akif
This study was conducted in order to examine the content knowledge ofmathematics teachers and to determine their views on probability issues. In thestudy, the case study model was used from the qualitative research designs. Theparticipants of the study were six elementary mathematics teachers who is Turkey'snorth-east province who served. Teachers participating in the study were selectedby quota sampling method. The criteria of the study were determined as teachers'masters and professional seniority. The data of the study were collected by semistructured interview form. In the form of semi-structured interviews, teachers wereasked questions of cognitive and affective questions related to the adequacy ofprobability information. Content analysis method was used in the data analysis.The results of the current study shows that the teachers considered the probabilitycontent knowledge is sufficient, but did not find the pedagogical contentknowledge sufficient. Another result of the study is that some teachers do not knowthe concept of discrete event and independent event. Therefore, teachers havedifficulty in distinguishing between discrete event and independent eventconcepts.
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