Zekiye Özgür

The prospective mathematics teachers’ thought processes and views about using problem-based learning in statistics education

The purpose of this study is to determine prospective mathematics teachers’ views about using problem-based learning (PBL) in statistics teaching and to examine their thought processes. It is a qualitative study conducted with 15 prospective mathematics teachers from a state university in Turkey. The data were collected via participant observation and semi-structured interviews. To determine their thought processes, all PBL sessions and interviews were audio-taped. The analysis of the data suggests that the participants liked the PBL application. They had overall positive views regarding PBL, although there were some stated concerns regarding the applicability of PBL in Turkish schools due to insufficient means. The findings also suggest that PBL sessions enhanced their self-expressions; hence, their thought processes had developed in the course of PBL application. We hope that this study will contribute to future studies about the use of PBL method in statistics teaching.

Engaging in Research: Why? How? Now!

Why should teachers engage in research studies? As a community, teachers and researchersare concerned with addressing critical issues in math education. NCTM’s web resources and conferences, as well as the pages of this journal, give evidence of a growing community and an expanding body of work supporting NCTM’s (2012) position of linking research and practice—a “border crossing” between the world of research and the world of teaching (Silver 2003). Despite these initiatives, an emerging issue remains: How do we work together to cultivate a two-way exchange of professional knowledge (Heid et al. 2006)?

Matematik Öğretmen Adaylarının Gözünden Liselerdeki Mesleki Ön Uygulama Deneyimlerine Yönelik Süreçlerin Resmi

Bu calismanin amaci ortaogretim matematik ogretmen adaylarinin mesleki on uygulama deneyimi kazanmalarina yonelik Okul Deneyimi I II ve Ogretmenlik Uygulamasi derslerine iliskin goruslerini belirlemektir Calismaya 2006 2007 ogretim yilinda dort farkli devlet universitesinin Ortaogretim Matematik Egitimi Anabilim Dali son sinifinda ogrenim goren 36 ogretmen adayi katilmistir Arastirmanin verileri ogretmen adaylarina yoneltilen alti acik uclu soru yardimiyla toplanmistir Ogretmen adaylarinin bu sorulara yanitlari icerik analizi yoluyla cozumlenmistir Arastirmada ogretmen adaylarinin onemli bir bolumunun uygulama ogretmeni ve ogretim elemani gorev ve sorumluluklarini yerine getirmedigi icin bu derslerin islenis ve uygulama bicimini yeterli gormedigi ogretmen yetistirme surecinde alinan teorik bilgi ve uygulamalarin mesleki on uygulama deneyimlerine yansitilamadigi ve farkli uygulama ve yasantilari gormek adina derslerde yapilan deneyim paylasimlarina olumlu baktiklari sonuclarina ulasilmistir Arastirmanin mesleki on uygulama deneyimlerinin bicimi ve icerigi duzenlenirken katki saglayacagi dusunulmektedir Arastirmanin sonuclari dogrultusunda bazi onerilerde bulunulmustur