AN INVESTIGATION OF PRE-SERVICE TEACHERS' CRITERIA FOR EVALUATING MATHEMATICS PROBLEMS

Mustafa Zeki Aydoğdu

Article Details

AN INVESTIGATION OF PRE-SERVICE TEACHERS' CRITERIA FOR EVALUATING MATHEMATICS PROBLEMS

Authors:

Mustafa Zeki Aydoğdu

Publisher:

Trakya University

Main Topics:

Matematik Eğitimi

Journal:

Trakya Eğitim Dergisi Vol.14 Issue 1, pp.427-441

Document Type:

Article

Publication Date:

1/2024

Document Language:

Turkish

Document ID (Org No.):

2001310507

pISSN:

2630-6301

Keywords:

Abstract:

 How pre-service teachers evaluate the problems will contribute to their understanding and internalization of the teaching profession. In this context, this study aimed to examine pre-service mathematics teachers approaches to evaluating mathematical problems. Case study, one of the qualitative research methods, was used in the study. The research was conducted with 20 students studying in the fourth grade of middle school mathematics teaching at a state university in a province of Turkey. In the data collection process of this study, a form containing student responses was distributed to the pre-service teachers and they were asked to evaluate their students responses to problem posing activities. Participants were not given any information about the evaluation criteria in the literature and were left free to evaluate student responses. Content analysis was used to analyze the data obtained in the study. The findings obtained from the participants showed that they utilized 6 main criteria when evaluating students responses to problem posing activities. These main criteria are; is it a problem?, suitability for problem posing situation, solvability, contextuality, language usage and complexity. While the criteria of suitability for problem posing and solvability were used by all pre-service teachers, the frequency of use of the other criteria by pre-service teachers varied. In line with these results, it was thought that pre-service teachers did not have an evaluation schema in their minds. For this reason, it was suggested that pre-service teachers should be trained on evaluating mathematical problems.

 How pre-service teachers evaluate the problems will contribute to their understanding and internalization of the teaching profession. In this context, this study aimed to examine pre-service mathematics teachers approaches to evaluating mathematical problems. Case study, one of the qualitative research methods, was used in the study. The research was conducted with 20 students studying in the fourth grade of middle school mathematics teaching at a state university in a province of Turkey. In the data collection process of this study, a form containing student responses was distributed to the pre-service teachers and they were asked to evaluate their students responses to problem posing activities. Participants were not given any information about the evaluation criteria in the literature and were left free to evaluate student responses. Content analysis was used to analyze the data obtained in the study. The findings obtained from the participants showed that they utilized 6 main criteria when evaluating students responses to problem posing activities. These main criteria are; is it a problem?, suitability for problem posing situation, solvability, contextuality, language usage and complexity. While the criteria of suitability for problem posing and solvability were used by all pre-service teachers, the frequency of use of the other criteria by pre-service teachers varied. In line with these results, it was thought that pre-service teachers did not have an evaluation schema in their minds. For this reason, it was suggested that pre-service teachers should be trained on evaluating mathematical problems.

 How pre-service teachers evaluate the problems will contribute to their understanding and internalization of the teaching profession. In this context, this study aimed to examine pre-service mathematics teachers approaches to evaluating mathematical problems. Case study, one of the qualitative research methods, was used in the study. The research was conducted with 20 students studying in the fourth grade of middle school mathematics teaching at a state university in a province of Turkey. In the data collection process of this study, a form containing student responses was distributed to the pre-service teachers and they were asked to evaluate their students responses to problem posing activities. Participants were not given any information about the evaluation criteria in the literature and were left free to evaluate student responses. Content analysis was used to analyze the data obtained in the study. The findings obtained from the participants showed that they utilized 6 main criteria when evaluating students responses to problem posing activities. These main criteria are; is it a problem?, suitability for problem posing situation, solvability, contextuality, language usage and complexity. While the criteria of suitability for problem posing and solvability were used by all pre-service teachers, the frequency of use of the other criteria by pre-service teachers varied. In line with these results, it was thought that pre-service teachers did not have an evaluation schema in their minds. For this reason, it was suggested that pre-service teachers should be trained on evaluating mathematical problems.

 Öğretmen adaylarının kurulan problemleri nasıl değerlendirdiği; öğretmenlik mesleğini anlamalarına ve içselleştirmelerine katkı sağlayacaktır. Bu bağlamda yapılan bu çalışmada matematik öğretmen adaylarının matematik problemlerini değerlendirme yaklaşımlarının incelenmesi amaçlanmıştır. Araştırmada nitel araştırma yöntemlerinden biri olan durum çalışması kullanılmıştır. Araştırma Türkiyenin bir ilindeki bir devlet üniversitesinde ilköğretim matematik öğretmenliği dördüncü sınıfta öğrenim gören 20 öğrenci ile gerçekleştirilmiştir. Yapılan bu çalışmanın veri toplama sürecinde öğrenci yanıtlarını içeren form öğretmen adaylarına dağıtılmış ve öğretmen adaylarının öğrencilerinin problem kurma etkinliklerine verdikleri yanıtları değerlendirmeleri istenmiştir. Katılımcılara alanyazındaki değerlendirme kriterleri konusunda herhangi bir bilgi verilmeyip öğrenci yanıtlarını değerlendirmede serbest bırakılmıştır. Araştırmada elde edilen verilerin analizinde içerik analizden yararlanılmıştır. Katılımcılardan elde edilen bulgular öğrencilerin problem kurma etkinliklerine verdikleri yanıtları değerlendirirken 6 ana kriterden yararlandıkları görülmüştür. Bu ana kriterler; problem mi?, problem kurma durumuna uygunluk, çözülebilirlik, bağlamsallık, dil kullanımı ve karmaşıklıktır. Problem kurma durumuna uygunluk ve çözülebilirlik kriterleri tüm öğretmen adayları tarafından kullanılan kriterler iken diğer kriterlerin öğretmen adayları tarafından kullanılma sıklıkları farklılık göstermektedir. Bu sonuçlar doğrultusunda öğretmen adaylarının zihinlerinde bir değerlendirme şeması olmadığı düşünülmüştür. Bu nedenle de öğretmen adaylarına kurulan matematik problemlerini değerlendirmeye yönelik eğitimler verilmesi önerilmiştir.

Article Details

AN INVESTIGATION OF PRE-SERVICE TEACHERS' CRITERIA FOR EVALUATING MATHEMATICS PROBLEMS

Authors:

Mustafa Zeki Aydoğdu

Publisher:

Trakya University

Main Topics:

Matematik Eğitimi

Journal:

Trakya Eğitim Dergisi Vol.14 Issue 1, pp.427-441

Document Type:

Article

Publication Date:

1/2024

Document Language:

Turkish

Document ID (Org No.):

2001310507

pISSN:

2630-6301

mathematics education, pre-service teacher, problem posing, evaluationmatematik eğitimi

öğretmen adayı

problem kurma

değerlendirme

Issues

Article Details

AN INVESTIGATION OF PRE-SERVICE TEACHERS' CRITERIA FOR EVALUATING MATHEMATICS PROBLEMS

Authors: Mustafa Zeki Aydoğdu

Publisher: Trakya University

Main Topics: Matematik Eğitimi

Journal: Trakya Eğitim Dergisi Vol.14 Issue 1, pp.427-441

Document Type: Article

Publication Date: 1/2024

Document Language: Turkish

Document ID (Org No.): 2001310507

pISSN: 2630-6301

mathematics education, pre-service teacher, problem posing, evaluationmatematik eğitimi

öğretmen adayı

problem kurma

değerlendirme

Issues

Authors:

Mustafa Zeki Aydoğdu

Publisher:

Trakya University

Main Topics:

Matematik Eğitimi

Journal:

Trakya Eğitim Dergisi Vol.14 Issue 1, pp.427-441

Document Type:

Article

Publication Date:

1/2024

Document Language:

Turkish

Document ID (Org No.):

2001310507

pISSN:

2630-6301