| Yazarlar (2) |
Doç. Dr. Fadime ULUSOY
Kastamonu Üniversitesi, Türkiye |
Erdinç Çakıroğlu
Orta Doğu Teknik Üniversitesi, Türkiye |
| Özet |
| The present study, as a small part of a larger project, is an attempt to examine prospective middle school mathematics teachers’ personal and instructional definitions of quadrilaterals with mathematical and didactical considerations. Data were obtained from eight prospective teachers via individualized open-ended prompting clinical interviews. Data analyses were executed using thematic coding by synthesizing past and current theories about learning and teaching of geometry. Results indicated that prospective teachers generally had difficulties when defining the concepts by establishing necessary and sufficient conditions although they could provide inclusivity in their definitions. Furthermore, they tended to use their personal definitions of quadrilaterals as instructional definitions. However, they provided limited didactical considerations for their instructional definitions without a complete awareness about possible effects of their definitional preferences on the students’ learning of quadrilaterals. |
| Anahtar Kelimeler |
| Bildiri Türü | Tebliğ/Bildiri |
| Bildiri Alt Türü | Özet Metin Olarak Yayınlanan Tebliğ (Uluslararası Kongre/Sempozyum) |
| Bildiri Niteliği | Alanında Hakemli Uluslararası Kongre/Sempozyum |
| Bildiri Dili | İngilizce |
| Kongre Adı | 13th International Congress on Mathematical Education |
| Kongre Tarihi | 24-07-2016 / 31-07-2016 |
| Basıldığı Ülke | Almanya |
| Basıldığı Şehir | Hamburg |
