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Autor/inn/en | Cihan, Fikret; Akkoç, Hatice |
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Titel | An Intervention Study for Improving Pre-Service Mathematics Teachers' Proof Schemes |
Quelle | In: Mathematics Teaching Research Journal, 15 (2023) 2, S.56-80 (25 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
Schlagwörter | Preservice Teachers; Mathematics Teachers; Mathematics Skills; Validity; Mathematical Logic; Program Effectiveness; Teacher Education Programs; Grade 9; Learning Modules; Teaching Skills; Foreign Countries; Turkey (Istanbul) Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Gültigkeit; Mathematical logics; Mathematische Logik; School year 09; 9. Schuljahr; Schuljahr 09; Learning module; Lernmodul; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Ausland |
Abstract | This study aims to examine the effects of a course module aimed at improving pre-service mathematics teachers' (PMTs) proof schemes. This study used designed-based research. Participants of the course were 22 PMTs in a teacher preparation program. We obtained data from two surveys, one of which consists of proof questions. The other requires identifying the proof schemes of ten 9th grade students in a scenario including an excerpt of a hypothetical discussion with their teacher. We implemented both surveys before and after the intervention. In addition, semi-structured interviews were conducted with four PMTs. Findings indicated that the module had a significant and large effect on PMTs' proof schemes in favor of post-intervention. Most of the PMTs transformed their external and empirical proof schemes to the analytical ones. Findings also indicated that PMTs had difficulties identifying students' symbolic, example-based, transformational, and axiomatic proof schemes but overcame these difficulties after the intervention. (As Provided). |
Anmerkungen | City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://commons.hostos.cuny.edu/mtrj |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |