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Esra Bukova Guzel
Dokuz Eylul University
Education Mathematics

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EXAMINING OF MODEL ELICITING ACTIVITIES DEVELOPED BY MATHEMATICS STUDENT TEACHERS Ayse Tekin Dede; Çaglar Naci Hidiroglu; Esra Bukova Guzel
Journal on Mathematics Education Vol 8, No 2 (2017)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (423.963 KB) | DOI: 10.22342/jme.8.2.3997.223-242

Abstract

The purpose of this study is to examine the model eliciting activities developed by the mathematics student teachers in the context of the principles of the model eliciting activities. The participants of the study conducted as a case study design were twenty one mathematics student teachers working on seven groups. The data collection tools were the developed model eliciting activities and semi-structured interviews. The model eliciting activities and the transcriptions of the interviews were deeply analyzed based on the principles. The results showed that while one group’s activity was not a model eliciting activity, the ones of two groups were appropriate to the all principles. Other model eliciting activities were completely or partly appropriate to the principles. It was seen that the reality and model construction principles were binding role in developing these activities. The self-assessment and construct documentation principles were directly related to each other. The construct share ability and reusability, and effective prototype principles were the principles which were associated with the others and could be elicited effectively by tracking future implementations.
MATHEMATICS TEACHERS' KNOWLEDGE OF STUDENT THINKING AND ITS EVIDENCES IN THEIR INSTRUCTION Aytug Özaltun Çelik; Esra Bukova Güzel
Journal on Mathematics Education Vol 8, No 2 (2017)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (295.501 KB) | DOI: 10.22342/jme.8.2.4144.199-210

Abstract

The aim of this case study is to examine mathematics teachers’ knowledge of students’ thinking and its evidences in their teaching. The participants were three secondary mathematics teachers. Data were gathered from interviews and observations. While analyzing the data, the framework about teachers’ knowledge of students’ thinking was used. The findings showed that each teacher mainly considered the knowledge of students’ thinking as knowing students’ prior knowledge. They expressed that they benefited from the questions to reveal students’ ideas, encouraged their students to use different solution ways for the problems, and had ideas on misconceptions and difficulties their students might be confronted. The participants also considered students’ prior knowledge in their lessons, but they did not tackle their difficulties, errors and misconceptions unless students asked questions to them. They had the limited approaches for building on students’ mathematical ideas, promoting students thinking mathematics, triggering and considering divergent thoughts, engaging students in mathematical learning, and motivating students learning.
Co-Authors Ayse Tekin Dede Aytug Özaltun Çelik Çaglar Naci Hidiroglu