Turkish Journal of Computer and Mathematics Education
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|1 Views of Elementary School Pre-Service Teachers About the Use of Educational Mathematics Games in Mathematics Teaching, Hasan Topçu
The aim of this study was to reveal the opinions of elementary school pre-service teachers about the usage of educational mathematics games in elementary mathematics teaching. In this study, case study that, one of qualitative research methods, was used. Data were collected by utilizing a semi-structured interview form to these elementary school pre-service teachers and analyzed using by content analysis method. A total of 10 junior pre-service teachers enrolled in undergraduate programs of elementary teaching attended to this research. In conclusion, these pre-service teachers indicated that educational computer games would provide benefits such as making students learning more permanent, visualizing concepts, making students love mathematics, learning by entertaining, reinforcing what has been learnt and developing thinking skills. Nevertheless, these elementary school pre-service teachers stated the limitations about educational computer games such as causing addiction and physical damages, being time-consuming, requiring special equipment and software and making class management difficult. Besides, it was revealed that the pre-service teachers demonstrated positive attitudes towards the use of games in courses while that they did not feel themselves competent in terms of application.
|2 Geometride Ö?rencilerin ?ekil ve Kavram Bilgisi Kullan?m?, Yavuz Karpuz
In this study, we aim to investigate how students build interaction between concepts and figure in geometry. For this purpose we developed two type data collection tool. First one called shapely is formed eight open ended question which has concepts and figure. Second one called shapeless is formed eight open ended question which has only concepts. To prepare this data collection tools difficulty level we took two math teachers opinions. Developed data collection tools were applied 120 students at 9th grade and 11th grade in Trabzon Gazi Anatolian High School. First of all we applied shapeless questions. One month later we applied shapely questions. We investigated students answer and the data showed that students more succeed in shapely questions than shapeless questions. We concluded that the difficulty of solving shapeless question result from students didnt manage to draw figure representing concept knowledge or draw wrong figure, figure drawn by students cant fulf?l generalizability condition and students who have little knowledge of concept in geometry is under the influence of prototype figure.
|3 Research of Pre-Service Elementary Mathematics Teachers Beliefs in Proof, Proving Processes and Proof Evaluation Processes , Canda? Uygan
Nilüfer Y. Köse
The purpose of this study is to research pre-service elementary mathematics teachers beliefs on meaning and features of mathematical proof, their proving processes and their reasoning process while evaluating validities of proof examples. This study is a qualitative research. Participants of the study are three pre-service elementary mathematics teachers who continue to study in a state university from Central Anatolia Region. Participants beliefs on proof were researched with semi-structured interview whilst proving processes and evaluation processes of proof examples were researched with clinical interviews. Interviews were recorded with video camera and data were analyzed according to qualitative methods. When beliefs on proof were analyzed, it was indicated that participants see mathematical proofs as problem solving process and exploration of source of mathematical knowledge, and believe that proofs have to be deductive, apprehensible and have to include generalizable results. Also according to opinions of all three participants, they believe that their proving abilities are insufficient. Analyze results related to proving processes indicated that pre-service teachers considered conclusions of theorems as if they are conditions of theorems and also used proving strategies uncomprehendingly in proving process. Finally, analyze results related to proof evaluation process indicated that participants assessed computer based experimental verifications as valid mathematical proofs and had mistakes when they evaluated warrants used in verifications that break axiomatical structure of proofs.
|4 Fifth and Sixth Grade Students' Deficiencies on Word Problem Solving and Failures in the Problem Solving Process, Dilek Sezgin Memnun
In this research, it was aimed to determine the deficiencies of secondary school fifth- and sixth-grade students on word problem solving and their failures in this process. For this purpose, four separate word problems were asked to the students and their written answers were taken at the implementation process. The analysis of the data suggests that a significant part of these secondary school students had deficiencies during word problem solving and their failures in this process. Moreover, these deficiencies and failures were reported to be related to the understanding of word problems and the planning for solutions in the solving process. In addition, it was found that the fifth- and sixth- grade students rarely attempted to use drawing in order to solve the word problems. They mostly had deficiencies in deciding which arithmetic operations to be used while approaching the problems and they had failures at their arithmetic operations.
|5 Identifying Misconceptions of Nine Grade Students on Repeating Decimals, Adnan Baki
Funda Ayd?n Güç
The aim of this study is to identify misconceptions of nine grade students on the topic of repeating decimal numbers. Data were obtained from forty students through Diagnostic Test of Repeating Decimal Numbers including open-ended questions. Questions were prepared according to the classification of misconceptions as overgeneralization, overspecialization, mistranslation and limited conception. As a part of rational numbers unit the topic of representation of repeating decimals is introduced at 6, 7, 8 and 9 grades in our schools. In spite of this, findings of this study illustrate that even nine grade students still have some common misconceptions about this topic. Findings illustrated that most students misconceptions were based on overgeneralization. In addition to this students also shared the other categories of misconceptions as well.