Gürsel Güler

Examining prospective mathematics teachers’ proof processes for algebraic concepts

The aim of this study was to examine prospective mathematics teachers’ proof processes for algebraic concepts. The study was conducted with 10 prospective teachers who were studying at the department of secondary mathematics teaching and who volunteered to participate in the study. The data were obtained via task-based clinical interviews that were conducted with the prospective teachers. The data obtained were analysed in accordance with the content analysis by focusing on the difficulties highlighted in the literature. It was observed that the difficulties prospective teachers experience in proof processes were in parallel with the difficulties highlighted in the literature.

Comparing the Development of the Multiplication of Fractions in Turkish and American Textbooks.

ABSTRACT This study analyzed the methods used to teach the multiplication of fractions in Turkish and American textbooks. Two Turkish textbooks and two American textbooks, Everyday Mathematics (EM) and Connected Mathematics 3 (CM), were analyzed. The analyses focused on the content and the nature of the mathematical problems presented in the textbooks. The findings of the study showed that the American textbooks aimed at developing conceptual understanding first and then procedural fluency, whereas the Turkish textbooks aimed at developing both concurrently. The American textbooks provided more opportunities for different computational strategies. The solutions to most problems in all textbooks required a single computational step, a numerical answer, and procedural knowledge. Furthermore, compared with the Turkish textbooks, the American textbooks contained a greater number of problems that required high-level cognitive skills such as mathematical reasoning.