Examination of a middle School mathematics preservice teacher’s interpretation skills

Year 2021, Volume: 8 Issue: 2, 413 - 437, 31.08.2021

Ebru Ersarı

https://doi.org/10.30900/kafkasegt.959043

Abstract

This study aims to explore one preservice teacher’s interpretation of students’ mathematical thinking using pattern recognition and linear function tasks. Specifically, the research question for this study was as follows: How does a preservice middle grade mathematics teacher interpret students’ mathematical thinking using tasks designed to test students’ pattern recognition and linear function abilities? The preservice teacher, Amy, was a middle school preservice teacher from the Mathematics and Science Education Department of a major land-grant university in the southeastern Unites States. The data consists of Amy’s responses during a face-to-face, semi-structured interview, written work she produced during the interview, and a careful analysis of a transcript of the interview. With regards to interpreting important mathematical ideas in students’ work in the National Council of Teachers of Mathematics [NCTM] videos, this study found that the preservice teacher provided explanations of specific important mathematical ideas and their meaning. When the preservice teacher interpreted students’ mistakes or misconceptions, she explained the misconceptions mathematically rather than providing specific examples from the video. In terms of interpreting the similarities between students’ reasoning, the preservice teacher’s description of the similarities between students’ reasoning was broad. Depending on the task and how many times she watched the videos, either one or two times, the extent to which she provided evidence varied when she interpreted the differences between students’ reasoning. This study revealed that the strength of the preservice teacher’s interpretation strategies varied depending on the tasks. The preservice teacher did not provide detailed explanations of students’ reasonings when watching NCTM videos even though she solved all the tasks in multiple ways and explained the key concepts while solving the problems.

Keywords

Professional noticing, interpreting, preservice teacher education, mathematics education

Thanks

Thank you very much for your consideration and interest.

Bir ortaokul matematik öğretmen adayının yorumlama becerilerinin incelenmesi

Abstract

Bu çalışmanın amacı, bir öğretmen adayının, örüntü tanıma ve doğrusal fonksiyon görevlerini kullanarak öğrencilerin matematiksel düşüncelerini yorumlamasını incelemektir. Spesifik olarak, bu çalışma için araştırma sorusu şu şekildedir: Bir ortaokul matematik öğretmeni adayı, öğrencilerin örüntü tanıma ve doğrusal fonksiyon yeteneklerini test etmek için tasarlanmış görevleri kullanarak öğrencilerin matematiksel düşünmesini nasıl yorumlar? Öğretmen adayı Amy, Amerika Birleşik Devletleri'nin güneydoğusundaki büyük bir üniversitenin Matematik ve Fen Eğitimi Bölümü'nden bir ortaokul öğretmen adayıydı. Veriler, Amy'nin yüz yüze, yarı yapılandırılmış görüşme sırasında verdiği yanıtlar ve görüşme sırasında ürettiği yazılı çalışma ile görüşmenin transkriptinden oluşmaktadır. Bu çalışma, NCTM videolarındaki öğrencilerin çalışmalarında yer alan önemli matematiksel fikirlerin yorumlanması açısından, öğretmen adayının spesifik önemli matematiksel fikirleri ve onların anlamlarını açıkladığını tespit etmiştir. Öğretmen adayı öğrencilerin hatalarını veya kavram yanılgılarını yorumlarken videodan belirli örnekler vermekten ziyade kavram yanılgılarını matematiksel olarak açıklamıştır. Öğrencilerin akıl yürütmeleri arasındaki benzerlikleri yorumlama açısından, öğretmen adayının öğrencilerin akıl yürütmeleri arasındaki benzerliklere ilişkin açıklaması yüzeysel olmuştur. Göreve ve videoları kaç kez, bir veya iki kez, izlediğine bağlı olarak, öğretmen adayının öğrencilerin akıl yürütmeleri arasındaki farklılıkları yorumlarken kanıt sunma derecesi çeşitlilik gösterdi. Bu çalışma, öğretmen adayının yorumlama stratejilerinin gücünün görevlere bağlı olarak değiştiğini ortaya koymuştur. Öğretmen adayı tüm görevleri birden fazla şekilde çözmüş ve problemleri çözerken anahtar kavramları açıklamış olmasına rağmen derinlemesine yorumlama stratejileri sağlamamıştır.

Keywords

Profesyonel farkındalık, yorumlama şablon, öğretmen adayı eğitim, matematik eğitimi

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