The Teacher and Peer Intervention for Pre-Service Mathematics Teachers on the Validity of Mathematical Models

Autor/inn/en	Cakmak Gurel, Zeynep; Bekdemir, Mehmet
Titel	The Teacher and Peer Intervention for Pre-Service Mathematics Teachers on the Validity of Mathematical Models
Quelle	In: Pedagogical Research, 7 (2022) 2, (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Cakmak Gurel, Zeynep) ORCID (Bekdemir, Mehmet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2468-4929
Schlagwörter	Intervention; Preservice Teachers; Mathematics Teachers; Validity; Mathematical Models; Secondary School Teachers; Foreign Countries; Peer Teaching; Turkey + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Gültigkeit; Mathematical model; Mathematisches Modell; Ausland; Peer group teaching; Peer Group Teaching; Türkei
Abstract	The aim of this study is to investigate the types of teacher and peer interventions to test the validity of modelling along with the modelers' reactions to these interventions. A teaching experiment was employed in the study. Forty-five pre-service secondary school mathematics teachers participated in the research. As a data collection tool, a worksheet was prepared by taking the monthly average temperature values of the last five years from the Meteorology Directorate of the province in which the study was conducted. At the end of the mathematical modelling process, teacher and peer interventions were carried out. The types of teacher and peer interventions were categorized. The reasons for intervening in the modelling process by both the teacher and peers were insufficient explanations and student error. In addition, the teacher intervened to advance the process. The teacher intervened for diagnosis, advice and feedback, and the peers intervened for diagnosis and feedback in this process. While teacher intervention occurred at the stage of mathematical model and results, peer intervention occurred at the stage of testing the real model and result. The participants returned to revise their real model, mathematical model and results. In the modeling process, while peer support may be sufficient to test the validity of the real model and real results, teacher support is required to test the validity of the mathematical model and its results. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01