Analyzing Problems Posed by Prospective Teachers Related to Addition and Subtraction Operations with Integers

Autor/in	Isik, Cemalettin
Titel	Analyzing Problems Posed by Prospective Teachers Related to Addition and Subtraction Operations with Integers
Quelle	In: Higher Education Studies, 8 (2018) 3, S.1-14 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-4741
Schlagwörter	Case Studies; Semi Structured Interviews; Preservice Teachers; Mathematics Teachers; Mathematics Instruction; Foreign Countries; Numbers; Addition; Subtraction; Elementary School Mathematics; Multiplication; Mathematical Concepts; Elementary School Teachers; Middle School Teachers; Teaching Methods; Problem Solving; Turkey + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Ausland; Zahlenraum; Subtraktion; Elementare Mathematik; Schulmathematik; Multiplikation; Elementary school; Grundschule; Volksschule; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Türkei
Abstract	In this study, it was aimed to analyze the structure of prospective middle school mathematics teachers' problems posed with regard to given symbolic representation including addition and subtraction operations with integers. The study conducted with 96 last grade elementary school mathematics teacher candidates studying in Faculty of Education of Erciyes University in Turkey at the beginning of 2018 years. A Problem Posing Task including five items regarding addition and subtraction operations with integers and semi-structured interview forms were used as data gathering tools. Results indicated that prospective teachers had difficulties in choosing problem types with regard to the given operation structure. Prospective teachers presented less success in problem posing with integers having different signs. Besides, some of the prospective teachers used signs of integers and operations interchangeably and some others multiplied signs of integers and operations, and they gave meaning to the result of this multiplication while they were posing problems. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01