Comparing the Learning Environments Related to Mathematical Modelling through Distance Education

Autor/inn/en	Deniz Yilmaz, Demit; Çakmak Gurel, Zeynep; Özturan Sagirli, Meryem
Titel	Comparing the Learning Environments Related to Mathematical Modelling through Distance Education
Quelle	In: International Journal for Mathematics Teaching and Learning, 24 (2023) 1, S.17-39 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Deniz Yilmaz, Demit) ORCID (Çakmak Gurel, Zeynep) ORCID (Özturan Sagirli, Meryem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1473-0111
Schlagwörter	Comparative Analysis; Mathematics Instruction; Mathematical Models; Teaching Methods; Teacher Education Programs; Preservice Teachers; Distance Education; Mathematics Tests; Cooperative Learning; Secondary School Teachers; Independent Study; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematical model; Mathematisches Modell; Teaching method; Lehrmethode; Unterrichtsmethode; Distance study; Distance learning; Fernunterricht; Kooperatives Lernen; Selbststudium; Ausland; Türkei
Abstract	This study aims to compare two different learning environments designed online in terms of their contributions to the development of mathematical modelling competencies. In the research, which was designed with the triangulation method, among the mixed research methods in which the qualitative and quantitative research methods are used together. The participants, determined with the purposeful sampling technique, consisted of 53 fourth class students who were studying at the mathematical teaching department of a faculty of education. In the research, while the quantitative data were analyzed with the paired samples t-test and Wilcoxon test, the qualitative data were analyzed with the content analysis. As a result of the analyses, while a significant difference was found in favour of the post-test between the modelling test questions of the pre-service teachers who attended the distance education in groups, the modelling test results of the pre-service teachers who attended individually did not differ. In addition, while it was observed that the participants who attended individually had difficulty in expressing themselves more throughout the process, it was determined that those who worked with groups tried to verify the results they reached more during the modelling process compared with those who participated individually. (As Provided).
Anmerkungen	Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.org.uk/ijmtl/index.php/IJMTL/about
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01