The Contextual and Cognitive Structure of Prospective Middle School Mathematics Teachers’ Problems in Semi-Structured Problem-Posing Context
Yazarlar (2)
Doç. Dr. Fadime ULUSOY Kastamonu Üniversitesi, Türkiye
Doç. Dr. İbrahim KEPCEOĞLU Kastamonu Üniversitesi, Türkiye
| Makale Türü | Özgün Makale (Ulusal alan endekslerinde (TR Dizin, ULAKBİM) yayınlanan tam makale) | ||
| Dergi Adı | Journal of Kırşehir Education Faculty | ||
| Dergi ISSN | 2147-1037 | ||
| Dergi Tarandığı Indeksler | TR DİZİN | ||
| Makale Dili | Türkçe | Basım Tarihi | 12-2018 |
| Cilt / Sayı / Sayfa | 19 / 3 / 1910–1936 | DOI | 10.29299/kefad.2018.19.03.004 |
| Makale Linki | http://kefad.ahievran.edu.tr/Kefad/ArchiveIssues/PDF/5faa227c-9a0c-e911-80fd-005056b0673e | ||
| Özet |
| This study aimed to investigate prospective middle school mathematics teachers’ problems posed in semistructured problem posing context in terms of contextual and cognitive structures. The study was carried out with twenty five prospective teachers as an exploratory case study in the scope of a preliminary study of the scientific research project (BAP). The data were obtained through written explanations of prospective teachers, detailed reflective thinking reports and classroom discussion. The results showed that the most of prospective teachers used all quantitative data given in semi-structured problem posing task. The prospective teachers mostly preferred limited number contexts that are familiar such as money, diet and test-solving in their problems. In the half of the problems, there were mathematical language or narrative deficiencies and errors. Prospective teachers produced procedural questions at application level that could be solved mostly by multi-step processes rather than by reasoning. The results of the study revealed that the prospective teachers thought that as the operational load of problems increases, the difficulty and cognitive levels of problems also increase. |
| Anahtar Kelimeler |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Google Scholar | 26 |