Examination of Semantic Structures Used by Teacher Candidates to Transform Algebraic Expressions into Verbal Problems

Autor/in	Bal, Ayten Pinar
Titel	Examination of Semantic Structures Used by Teacher Candidates to Transform Algebraic Expressions into Verbal Problems
Quelle	In: Education Quarterly Reviews, 4 (2021) 3, S.484-494 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2657-215X
Schlagwörter	Semantics; Preservice Teachers; Algebra; Mathematics Instruction; Mathematics Teachers; Elementary School Teachers; State Universities; Student Attitudes; Scoring Rubrics; Problem Solving; Equations (Mathematics); Multiplication; Division; Foreign Countries; Word Problems (Mathematics); Teaching Methods; Teacher Education Programs; Turkey + Suchen Sie Ihr Suchwort? Semantik; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Staatliche Universität; Schülerverhalten; Scoring formulas; Auswertungsbogen; Problemlösen; Equations; Gleichungslehre; Multiplikation; Ausland; Textaufgabe; Teaching method; Lehrmethode; Unterrichtsmethode; Türkei
Abstract	The aim of this study is to examine the semantic structures used by mathematics teacher candidates to transform algebraic expressions into verbal problems. The research is a descriptive study in the survey model, which is one of the quantitative research types. The study group of the research consists of 165 teacher candidates studying in the primary school mathematics teaching department of a state university in the south of Turkey in the 2019- 2020 academic years. 73.2% of the teacher candidates in the study group are female and 26.8% are male. Criterion sampling method, one of the purposeful sampling methods, was used in the selection of teacher candidates in the study group. While the Algebraic Expression Questionnaire Form was used as the data collection tool, the evaluation rubric of verbal problems was used in the analysis of the data. As a result of the research, it has been revealed that pre-service teachers are more successful in transforming algebraic expressions into verbal problems, but they have problems in creating problems with algebraic expressions that make up systems of equations. Again in the study, it was concluded that pre-service teachers used addition and subtraction problems more than multiplication and division problems. On the other hand, when the problems in the type of addition and subtraction are examined in the study, in the type of combining and separating; it has been concluded that the category of equal groups is mostly used in the problems of multiplication and division. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01