Examining Preservice Mathematics Teachers' Perceptions and Concept Images of Sequence and Subsequence Concepts

Autor/in	Kögce, Davut
Titel	Examining Preservice Mathematics Teachers' Perceptions and Concept Images of Sequence and Subsequence Concepts
Quelle	4 (2018) 12, S.46-71 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2501-1111
Schlagwörter	Preservice Teachers; Mathematics Teachers; Student Attitudes; Mathematical Concepts; Knowledge Level; Misconceptions; Definitions + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Wissensbasis; Missverständnis; Begriffsbestimmung
Abstract	This study examined first-grade preservice mathematics teachers' perceptions and concept images of sequence and subsequence concepts. The qualitative research design was utilized in accordance with this purpose. The study sample was composed of 99 preservice mathematics teachers attending the Faculty of Education at a state university during the fall term of 2015/2016 academic year. A form of 6 open-ended questions prepared about the concepts of sequence and subsequence was used as the data collection instrument. Answers of the preservice teachers to the open-ended questions were first scanned as images and then transferred into digital medium. Next, the data transferred into digital medium were subjected to a content analysis with MAXQDA 12 qualitative data analysis software. "Data coding" which is a data analysis method was utilized. It was concluded in the study that the preservice teachers had wrong perceptions and concept images of both sequences and subsequences scientifically. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01