Prospective Mathematics Teachers' Task Modifications Utilizing Their Knowledge of Pattern Generalization

Autor/in	Girit Yildiz, Dilek
Titel	Prospective Mathematics Teachers' Task Modifications Utilizing Their Knowledge of Pattern Generalization
Quelle	In: Journal of Theoretical Educational Science, 16 (2023) 3, S.596-616 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Girit Yildiz, Dilek)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Mathematics Teachers; Mathematics Instruction; Teaching Methods; Case Studies; Preservice Teachers; Teacher Education Programs; Mathematical Concepts; Generalization; Pedagogical Content Knowledge; Middle School Students; Models; Questioning Techniques; Task Analysis; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Pädagogische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Analogiemodell; Befragungstechnik; Fragetechnik; Aufgabenanalyse; Ausland; Türkei
Abstract	The purpose of the study is to evaluate how prospective mathematics teachers (PMTs) modify tasks to facilitate students' learning of pattern generalization through the use of their mathematical knowledge for teaching. Case study, which is a type of qualitative research method, was used to determine the mathematical characteristics that PMTs use when modifying a mathematical task. The knowledge from which PMTs draw to modify the task has also been outlined. Accordingly, data were collected from PMTs' task modifications and reflection reports. When PMTs worked on two or more forms of modification, as compared to just using one type of modification, they modified tasks more effectively and comprehensively. The PMTs who make condition modifications need to utilize specialized content knowledge through the use of models or tables. They aimed to help middle school students understand using these modifications, and thus they also utilized their knowledge of content and students. They also used their knowledge of content and teaching, especially while making modifications to questions and context. Task modification activities can be used to help prospective teachers notice the mathematical and pedagogical affordances and limitations offered by tasks. (As Provided).
Anmerkungen	Afyon Kocatepe University. ANS Kampusu, Egitim Fakultesi, Merkez, Afyonkarahisar 03200, Turkey. Tel: +90-272-2181740; Fax: +90-272-2281418; e-mail: editorkebd@gmail.com; Web site: https://dergipark.org.tr/en/pub/akukeg
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01