An Intervention Study for Improving Pre-Service Mathematics Teachers' Proof Schemes

Autor/inn/en	Cihan, Fikret; Akkoç, Hatice
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 kostenfreie Datei Verfügbarkeit
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) + Suchen Sie Ihr Suchwort? 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