The mathematics education I and II courses' effect on teacher candidates' development of number sense

Basit Öğe Kaydı
dc.authorid0000-0001-8007-8198en_US
dc.contributor.authorYaman, Hakan
dc.date.accessioned2021-06-23T19:41:57Z
dc.date.available2021-06-23T19:41:57Z
dc.date.issued2015
dc.departmentBAİBÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimien_US
dc.description.abstractThe purpose of this research is to examine the number sense performance of the classroom teacher candidates taking the Mathematics Education I and II courses. Moreover, it investigates whether there is a change in the number sense performance of the teacher candidates following the Mathematics Education I and II courses. Embedded experimental design was used a mixed methods research design. Pretest-posttest weak experimental design was used in the quantitative part of the study, and a case study for the qualitative part. A total of 74 teacher candidates in the third year of the Faculty of Education, Department of Classroom Teaching at a state university participated in the study. As a data collection tool, the 17-question number sense test was used in both quantitative and qualitative part of the research. The quantitative data showed that there is a significant increase in the number sense performance of teacher candidates after the Mathematics Education I and II courses. The qualitative data indicated that prior to the Mathematics Education I and II courses, the teacher candidates considered mathematics as a course in mathematical operations. They generally tended to use routine rules and algorithms in the number sense test, could not fully conceptualize some mathematical rules and phrases they use, and tried to compute instead of using number sense skills. It was found that after the Mathematics Education I and II courses, there was a decrease in the number of teacher candidates computing, whereas an increase in the number that use number sense.en_US
dc.identifier.doi10.12738/estp.2015.4.2322
dc.identifier.endpage1135en_US
dc.identifier.issn2630-5984
dc.identifier.issn2148-7561
dc.identifier.issue4en_US
dc.identifier.scopus2-s2.0-84940886175en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage1119en_US
dc.identifier.trdizinid203773en_US
dc.identifier.urihttps://doi.org/10.12738/estp.2015.4.2322
dc.identifier.urihttps://hdl.handle.net/20.500.12491/8258
dc.identifier.volume15en_US
dc.identifier.wosWOS:000367987000019en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakTR-Dizinen_US
dc.institutionauthorYaman, Hakan
dc.language.isoenen_US
dc.publisherEdamen_US
dc.relation.ispartofEducational Sciences-Theory & Practiceen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectNumber Senseen_US
dc.subjectFlexibility in Calculationen_US
dc.subjectOperationen_US
dc.subjectNumber Sizeen_US
dc.subjectReference Pointen_US
dc.subjectClassroom Teacher Candidateen_US
dc.titleThe mathematics education I and II courses' effect on teacher candidates' development of number senseen_US
dc.typeArticleen_US

Dosyalar

Orijinal paket
Listeleniyor 1 - 1 / 1
Küçük Resim Yok
İsim:
hakan-yaman.pdf
Boyut:
622.85 KB
Biçim:
Adobe Portable Document Format
Açıklama:
Tam metin/Full text
İndir

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu
Matematik ve Fen Bilimleri Eğitimi Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu
TR-Dizin İndeksli Yayınlar Koleksiyonu