Öğrenme rotaları temelli öğretimin sınıf öğretmen adaylarının matematiksel alan ve öğrenci bilgilerini yeniden yapılandırılmasında kullanımı.

Zuhal Yılmaz

Öğrenme rotaları temelli öğretimin sınıf öğretmen adaylarının matematiksel alan ve öğrenci bilgilerini yeniden yapılandırılmasında kullanımı.

Tezin Türü: Doktora

Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Türkiye

Tezin Onay Tarihi: 2015

Tezin Dili: İngilizce

Öğrenci: Zuhal Yılmaz

Danışman: ÇİĞDEM HASER

Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu

Özet:

The purpose of this study was to explore elementary pre-service teachers’ (PTs) mathematical content knowledge (MCK) and student knowledge (SK) restructuring practices for equipartitioning related mathematical ideas. Nine senior PTs from a private university located southeastern part of the Turkey were voluntarily participated to Learning Trajectories Based Instruction (LTBI) teaching experiment. Classroom video data, written works of PTs, pre-post tests and field notes were the main sources of the data collected in the study. The analysis of pre-test data showed that majority of PTs had a limited MCK and SK of equipartitioning related ideas. They exhibited serious mathematical misconceptions and errors. They rarely utilized multiple representations and strategies in their solutions. In addition, PTs exhibited a limited ability to anticipate students’ mathematics. The analysis of the post-test data showed that LTBI helped PTs to enhance their prior MCK and SK. They remediated their misconceptions and errors and utilized multiple mathematical strategies and representations, They started to anticipate a variety of students’ mathematical strategies and misconceptions along with rich and accurate.mathematical explanations. The findings of this study suggested an emergent framework of knowledge restructuring practices of PTs. They employed seven practices for their MCK and four practices for SK. PTs exhibited remediating and shifting, expanding and challenging practices for restructuring Common Content Knowledge, internalizing and sizing up practices for Specialized Content Knowledge, connecting and generalizing practices for Horizon Content Knowledge. They exhibited distinguishing and recognizing, anticipating, ordering and empathizing practices for restructuring their SK.