Erhan Ertekin

Existe una relación entre los valores matemáticos de los futuros maestros y su ansiedad sobre la enseñanza de las matemáticas

Introduction. The aim of this study is to investigate the relation between the pre-service teachers‟ mathematical values and teaching anxieties in mathematics. Method. The research was carried out on 359 teacher candidates attending the elementary school mathematics, secondary school mathematics and primary school teaching programs. To this end, the 23-item Mathematics Teaching Anxiety Scale and the 34-item Mathematical Values Scale was administered to the pre-service teachers included in the sampling. In the analysis of the data, Pearson Product Moment Correlation Coefficient analysis and regression analysis were utilized to determine the relation between the pre-service teachers‟ mathematical values and their teaching anxieties in mathematics. Results. As a result of the analysis of data, it was determined that there was a low level, positive correlation between the mathematical values of the pre-service teachers and their mathematics teaching anxieties. According to the regression analysis results, it can be said that constructivist values that are part of the mathematical values are the estimator of mathematics teaching anxieties that arise from self-confidence and attitude towards teaching mathematics. Discussion and conclusions. Among the mathematical values, the constructivist value preferences of the pre-service teachers directly affect their mathematics teaching anxieties, and can be taken as a sign that it is possible to reduce their mathematics teaching anxieties by affecting the mathematical value preferences of the candidates. Therefore, determining other variables that may affect value preferences of candidates gains importance.

The effects of formalism on teacher trainees’ algebraic and geometric interpretation of the notions of linear dependency/independency

The aim of this study is to identify the effects of formalism in teaching on primary and secondary school mathematics teacher trainees’ algebraic and geometric interpretations of the notions of linear dependency/independency. Quantitative research methods are drawn in order to determine differences in success levels between algebraic and geometric interpretations of the linear dependency/independency of vectors presented in two- and three-dimensional space. On the other hand, qualitative research methods were utilized in order to investigate thinking modes involved in the geometric interpretation of the same notion. The participants were a total of 144 teacher trainees registered at the Selçuk University, Education Faculty in 2007–2008 academic year. 33 participants were first year students at Secondary Mathematics Education Department, while 111 were second year students at Primary Mathematics Education Department. The results indicated that correlations between the formal definition of the notions of linear dependency/independency and the items of the test which required algebraic and geometric interpretation were both low. Yet, the correlation for the algebraic dimension of the test was higher than the geometric dimension. Likewise, algebraic mean success score was significantly higher than the geometric mean score.

Investigation of primary mathematics student teachers’ concept images: cylinder and cone

The aim of the present study is to determine the influence of concept definitions of cylinder and cone on primary mathematics student teachers’ construction of relevant concept images. The study had a relational survey design and the participants were 238 primary mathematics student teachers. Statistical analyses implied the following: mathematics student teachers did not have sufficient level of knowledge about the concepts of cylinder and cone; concept definitions were insufficient in constructing concept images; providing student teachers with formal definitions of the concepts increased performance in choosing the right models of cylinder and cone from a given set of models but decreased performance in constructing a new cylinder; formal definitions did not affect the selection of models which were not cylinder and cone and the construction of a new cone model.

Mathematics self-efficacy and mathematics teaching self-efficacy beliefs of pre-service mathematics teachers: A longitudinal study

Bu arastirmanin amaci ogretmen adaylarinin matematige yonelik ozyeterlik inanclari ile matematik ogretimine yonelik ozyeterlik inanclarinin dort yillik lisans egitimi suresince degisiminin incelenmesidir. Arastirmada nicel arastirma yontemlerinden boylamsal tarama kullanilmistir. Arastirma Ic Anadolu Bolgesi’nde yer alan bir Egitim Fakultesi’nin Ilkogretim Matematik Ogretmenligi Programi’na kayitli olan 39 ogretmen adayi uzerinde yurutulmustur. 2011-2012 akademik yilinda programa kayit yaptiran ogretmen adaylarina 2012-2013-2014-2015 bahar doneminin sonunda “Matematik Ozyeterlik Algisi Olcegi” ve “Matematik Ogretimine Yonelik Ozyeterlik Olcegi” uygulanmistir. Arastirmanin sonunda lisans egitimi boyunca matematik ogretmen adaylarinin matematik ogretimine yonelik ozyeterlik inanclarinin dorduncu sinif sonunda anlamli derecede arttigi, ancak matematige yonelik ozyeterlik inanclarinin degismedigi belirlenmistir.

Prospective mathematics teachers’ understanding of the base concept*

ABSTRACT The purpose of this study is to analyze what kind of conceptions prospective mathematics teachers1(PMTs) have about the base concept2(BC). One-hundred and thirty-nine PMTs participated in the study. In this qualitative research, data were obtained through open-ended questions, the semi-structured interviews and pictures of geometric figures drawn by PMTs. As a result, it was determined that PMTs dealt with the BC in a broad range of seven different images. It was also determined that the base perception of PMTs was limited mostly to their usage in daily life and in this context, they have position-dependent and word-dependent images. It was also determined that PMTs named the base to explain the BC or paid attention to the naming of three-dimensional geometric figures through the statement: ‘objects are named according to their bases’. At the same time, it was also determined that PMTs had more than one concept images3which were contradicting with each other. According to these findings, potential explanations and advices were given.