4 results on '"KATRANCI, Yasemin"'
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2. Matematik Öğretmeni Adaylarının Metaforik Algıları: Cebir Kavramı.
- Author
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KATRANCI, Yasemin and YILDIZ, Sena
- Subjects
MIDDLE school teachers ,MATHEMATICS teachers ,ALGEBRA ,PRIMARY education ,ACQUISITION of data - Abstract
Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2022
- Full Text
- View/download PDF
3. 8th Grade Mathematics Subjects within the Scope of TIMSS: The Opinions of Prospective Mathematics Teachers.
- Author
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Şengül, Sare, Katranci, Yasemin, and Küçük, Ahmet
- Subjects
EIGHTH grade (Education) ,MATHEMATICS education ,ACADEMIC achievement ,MATHEMATICS teachers ,ALGEBRA ,EDUCATION research - Abstract
The purpose of TIMSS which is an international project is to evaluate mathematics and science achievement of students on the basis of countries with programs, teaching methods and schools. It is known that we do not have satisfactory results from this examination. For this reason, teaching mathematics subject within the scope of the project, the opinions of teachers, students and prospective teachers on the difficulties and solution strategies of this process and solution strategies are important for having satisfactory results. In this sense, the purpose of this study is to find out the opinions of prospective primary mathematics teachers on the 8th grade mathematics subject within the scope of TIMSS. Besides, the aim is to determine the difficulties that prospective teachers think that they will encounter during the process of conducting lessons on these subjects and to determine solution strategies for these stated difficulties. The study which is designed according to these purposes is a qualitative study which is organized according to the phenemology design and in which document analysis technique is used. The study group is consisted of 99 third and fourth year prospective mathematics teachers in Kocaeli University, Education Faculty. Document analysis method was selected in this study. Opinion form which was validated in accordance with an expert's opinions and developed by the researcher, included 8 open-ended questions and was used for document analysis. Prospective teachers were given 25 minutes for filling opinions forms during data collection process. The obtained data were evaluated with content analysis. In conclusion, it was appeared that prospective teachers stated that they would not have difficulties in teaching the subject of 'Numbers' but they would have difficulties in teaching the subjects of 'Algebra', 'Geometry' and ' Data and Chance'. The difficulties were stated as in the following; difficulties coming from students, not knowing how to teach the subject and having abstract subjects. The solution strategies were stated as in the following; solving plenty of relevant examples, carrying out activities, using material and modelling/concretization. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
4. SEMI-STRUCTURED PROBLEM POSING CASES OF PROSPECTIVE MATHEMATICS TEACHERS: EXPERIENCES AND SUGGESTIONS.
- Author
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KATRANCI, Yasemin and ŞENGÜL, Sare
- Subjects
PROBLEM-based learning ,MATHEMATICS education ,MATHEMATICS teachers ,PROBLEM solving research ,ANALYTICAL skills - Abstract
Problem posing which a way of analytical thinking is a process which is based on mathematical experiences and in which interpretations which are created by moving from concrete situations are transformed into meaningful mathematical problems. Problem posing which helps teachers about to what extent the learning is realized informs us about the problematic fields that needed to be improved and emphasized in teaching-learning environments. For this reason, it is necessary for teachers to have a deep understanding about problem posing activities. In this sense, the aim of this study is to evaluate semi-structured problem posing cases of prospective mathematics teachers about Ratio and Proportion Subject', to determine the experiences of the prospective teachers during problem posing process and to elicit suggestions regarding the experienced difficulties (if any). For this purpose a data collection form was created by the researchers. This data collection form has three parts which were i) The task of posing semi-structured problems, ii) The experiences during problem posing process (for example; the difficulties faced) and iii) Suggestions for solutions. The data collection form was carried out with 59 prospective primary mathematics teachers. The prospective teachers were given 40 minutes to fill in this form. 'Problem Posing Evaluation Form (PPEF)' which was developed by the researchers was used during the analysis of the data obtained from first part of the data collection form. This evaluation form is consisted of four main dimensions and three sub-dimensions for each dimension. The main dimensions are as in the following: i) Problem text (language and expression), ii) The compatibility of the problem with the mathematical principles, iii) The type/structure of the problem and iv) The solvability of the problem. The first part data was evaluated with this evaluation form by the researchers separately and then the results were compared. The differences appeared were discussed and an agreement was reached between the researchers. At the end the evaluation results created regarding the each sub-dimension were given on the basis of frequency (f) and percentage (%). Content analysis was used for the analysis of the data obtained from the second and third parts of the form, and the program which is called as NVivo 10 was used in content analysis. In conclusion, it was concluded that prospective mathematics teachers posed clear and understandable problems which were compatible with the mathematical principles and which were in the form of simple and easy problem types. Besides, it was concluded that posed problems had solvable problem features. The experiences/difficulties faced during problem posing process determined as; inability to construct the problem, finding the data as insufficient, inability to pose creative problems, in ability to provide a whole number for the solution and inability to arrange the level of problem according to the levels of the students. The solutions which were proposed for the difficulties faced were determined as in the following; no data limitation, carrying out problem solving and problem posing studies, having a sound content knowledge and using additional sources. [ABSTRACT FROM AUTHOR]
- Published
- 2015
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