Examination of teacher candidates' achievement levels and views towards the routine and real life problems
DOI:
https://doi.org/10.14527/pegegog.2015.015Abstract
The aim of this study is to examine teacher candidates' success in solving the routine problems and real life problems, and also to state their opinion concerning to this subject. It is a research which is designed in accordance with the mixed research method in which quantitative and qualitative research techniques are used together. The research handles 106 third grade teacher candidates who continue their education at Primary Education Department. While collecting the data, a ten item Problem Test and semi structured interview form were used. Research results reveal that although teacher candidates are quite successful in the stage of solving the routine problems, they are not successful enough to solve real life problems. Moreover, the findings acquired in the second sub-problem put forth clearly that the real life problems develop the interpretation technique of teacher candidates, lead them to think, facilitate their learning and are important elements for the period binding daily life to mathematics. At the third last sub-problem, it was asked the teacher candidates for their opinions concerning to place of real life problems in their occupational life. The teacher candidates stated that they may use such problems in their lessons constantly because most of them are enjoyable, related to daily life, develop high-level thinking skills.
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References
Altun, M. Memnun, D. S. & Yazgan, Y. ( 2007). Sınıf öğretmeni adaylarının rutin olmayan matematiksel problemleri çözme becerileri ve bu konudaki düşünceleri. İlköğretim Online, 6(1), 127-143.
Altun, M. Memnun, D. S. (2008). Mathematics teacher trainees' skills and opinions on solving non-routine mathematical problems. Journal of Theory and Practice in Education, 4 (2), 213-238.
Anderson, J. (2009). Mathematics curriculum development and the role of problem solving. The Australian Curriculum Studies Association's 2009 Biennial Conference (ACSA Conference). Retrieved October 3, 2013, from http://www.acsa.edu.au/pages/images/judy%20anderson%2 0%20mathematics%20curriculum%20development.pdf
Artut, P. & Tarım, K. (2007). Sınıf Öğretmen Adayları Sözel Matematik Problemlerine Ne Kadar Gerçekçi Yaklaşıyor?. 6. Matematik Sempozyumu, 29 Kasım- 1 Aralık, Ankara: TOBB Ekonomi ve Teknoloji Üniversitesi.
Artut, P. & Tarım, K. (2009). Öğretmen adaylarının rutin olmayan sözel problemleri çözme süreçlerinin incelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, XXII (1), 53-70.
Asman, D. & Markovits, Z. (2009). Elementary school teachers' knowledge and beliefs regarding non-routine problems. Asia Pacific Journal of Education, 29(2), DOI: 10.1080/02188790902859012.
Blum, W., & Niss, M. (1991). Applied mathematical problem solving, modelling, and links to other subjects'State, trends and issues in mathematics instruction. Educational Studies in Mathematics, 22(1), 37-68.
Chapman, O. (2005 ). Constructing pedagogical knowledge of problem solving: Pre-service mathematics teachers. In Chick, H. L. & Vincent, J. L. (Eds.). Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education, 2, 225-232.
Chen, L., Van Dooren, W. & Verschaffel, L. (2011). An investigation on Chinese teachers' realistic problem solving abilities and beliefs. Journal of Mathematics Education. 4(2), 80-96.
Cooper, B. & Harries, T. (2002). Children's responses to contrasting 'realistic' mathematics problems: Just how realistic are children ready to be? Educational Studies in Mathematics, 49, 1'23.
Creswell, J. W. (2008). Educational research planning, conducting and evaluating quantitative and qualitative research. International Pearson Merril Prentice Hall.
Çelik, D. Güler, M. (2013). İlköğretim 6. sınıf öğrencilerinin gerçek yaşam problemlerini çözme becerilerinin incelenmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi, 20(2013), 180-195
Elia, I., Van den Heuvel-Panhuizen, M. Kolovou, A. (2009). Exploring strategy use and strategy flexibility in non-routine problem solving by primary school high achievers in mathematics. ZDM The International Journal on Mathematics Education, 41, 605'618.
Fraenkel, J. R. & Wallen, N. E. (2009). How To Design And Evaluate Research in Education (6th ed.) Newyork: Mcgraw Hill International Edition.
Freudental, H. (1981). Major problems of mathematics education. Educational Studies in Mathematics, 12(2), 133-150.
Greer, B. (1997). Modeling reality in mathematics classrooms: The case of word problems. Learning and Instruction, 7(4), 293-307.
Haydar, H. & Zolkoawer, B. (2009). Beginning teachers and non routine problems: Mathematics lesson study groups in an urban context. Swars, S. L., Stinson, D. W., & Lemons-Smith, S. (Eds.). (2009). Proceedings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Atlanta, GA: Georgia State University. Retrieved October 3, 2013, from http://www.pmena.org/2009/proceedings/TEACHER%20EDUCATION%20-INSERVICE/teiBRR370063.pdf
Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K., Human, P., Murray, H., Oliver, A. & Wearne, D. (1996). Problem solving as a basis for reform in curriculum and instruction: The case of mathematics. Educational Researcher, 25, 12-21.
Ho, K.F. (2009). Two grade 5 teachers' enactment of mathematical problem solving and their classroom talk: Contrasting approaches. Quaderni di Ricerca in Didattica (Matematica), Supplemento, 4-19. Retrieved October 3, 2013, from http://math.unipa.it/~grim /TSG24_ICMI11_Ho_QRDM_Supl 4_09.pdf
Inoue (2005). The realistic reasons behind unrealistic solutions: The role of interpretive activity in word problem solving. Learning and Instruction, 15, 69-83.
Işık, C. & Kar, T. (2011). İlköğretim 6, 7 ve 8. sınıf öğrencilerinin sayı algılama ve rutin olmayan problem çözme becerilerinin incelenmesi. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 12(1), 57-72.
Johnson, R. B. & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14'26.
Kılıç, Ç. (2011). İlköğretim matematik öğretmen adaylarının standart olmayan sözel problemlere verdikleri yanıtlar ve yorumlar. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 2(3), 55-74.
Laterell, C. M. (2013). What is problem solving ability? Retrieved October 3, 2013, from http://www.lamath.org/journal/Vol1/What_IS_P_S_Ability.pdf
Lee, J., Kim, K. (2005). Elementary school teacher candidates' perception of good problems. IUMPST: The Journal 1. Retrieved August 3, 2013, from http://www.k-12prep.math.ttu.edu/journal/contentkno wledge/lee01/article.pdf
Malterud, K. (2001). Qualitative research: Standards, challenges, and guidelines. The Langet, 358(11), 483-488.
MEB (2009). İlköğretim matematik dersi 6-8. sınıflar öğretim programı. Ankara. Devlet Kitapları Müdürlüğü Basımevi.
MEB, (2005). İlköğretim matematik dersi (1-5.sınıflar) öğretimi programı. Ankara: Devlet Kitapları Müdürlüğü Basımevi.
NCTM (1989). Curriculum and evaluation standards for school mathematics, Reston, VA: National Council of Teachers of Mathematics.
NCTM, (2000). Principles and standards for school mathematics, Reston, VA: National Council of Teachers of Mathematics.
Palm, T. (2008). Impact of authenticity on sense making in word problem solving. Educ Stud Math, (2008)67, 37'58. DOI 10.1007/s10649-007-9083-3
Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd Ed.). London: Sage Publications.
Polya, G. (1990). Nasıl çözmeli. (Trans. Feryal Halatçı). İstanbul: Sistem Yayıncılık
Popper, K. R. (2010). Hayat problem çözmektir bilgi, tarih ve politika üzerine (Trans. Ali Nalbant) 3. Ed. İstanbul: Yapı Kredi Yayınları.
Posamentier, A. S. (2009). Problem solving: Building strategic competence. Professional development series. Sadlier, 14, 1-12.
Punch, K. P. (2005). Sosyal araştırmalara giriş nicel ve nitel yaklaşımlar (Trans: D. Bayrak, H. B. Arslan ve Z. Akyüz.), Ankara: Siyasal Kitapevi.
Reusser, K., & Stebler, R. (1997). Every word problem has a solution ' The social rationality of mathematical modeling in schools. Learning and Instruction, 7(4), 309-3.
Sahid, (2011). Mathematics Problem Solving and Problem-Based Learning for Joyful Learning in Primary Mathematics Instruction. Retrieved November 2, 2013, http://staff.uny.ac.id/sites/default/file s/131930136/Mathematics%20Problem%20Solving%20and%20PBL.pdf
Sepeng, P., & Webb, P. (2012). Exploring mathematical discussion in word problem-solving. Pythagoras, 33(1), Art. 60, 8. Retrieved November 3, 2013, from http://dx.doi. org/10.4102/pythagoras. v33i1.60.
Taplin, M. (1998). Preservice Teachers' Problem-Solving Processes. Mathematics Education Research Journal, 10,(3), 59-76
Taylor, J. A., McDonald, C. (2007). Writing in groups as a tool for non-routine problem solving in first year university mathematics. International Journal of Mathematical Education in Science and Technology, 38(5), 639'655
Verschaffel, L., De Corte. E., & Borghart, I. (1997). Pre-service teachers' conceptions and belief about the role of real world knowledge in mathematical modeling school word problems. Learning and Instruction, 7(4), 339-359.
Verschaffel, L., De Corte. E., & Lasure, S. (1994). Realistic considerations in mathematical modeling of school arithmetic word problems. Learning and Instruction, 4. 273-294.
Xin, Z., Lin, C., Zhang, L. & Yan, R. (2007). The performance of Chinese primary school students on realistic arithmetic word problems. Educational Psychology in Practice, 23, 145'159.
Xin, Z., Lin, C., Zhang, L., Yan; R. (2007). The performance of Chinese primary school students on realistic arithmetic word problems. Educational Psychology in Practice, 23(2). 145-159. DOI: 10.1080/02667360701320853.
Xin, Z., Zhang, L. (2009). Cognitive holding power, fluid intelligence, and mathematical achievement as predictors of children's realistic problem solving. Learning and Individual Differences, 19 (2009), 124'129.
Yıldırım, A. & Şimşek, H. (1999). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınevi.
Yoshida, H., Verschaffel, L., & De Corte, E. (1997). Realistic considerations in solving problematic word problems: do Japanese and Belgian children have the same difficulties?. Learning and Instruction, 7, 329-338.
Altun, M. Memnun, D. S. (2008). Mathematics teacher trainees' skills and opinions on solving non-routine mathematical problems. Journal of Theory and Practice in Education, 4 (2), 213-238.
Anderson, J. (2009). Mathematics curriculum development and the role of problem solving. The Australian Curriculum Studies Association's 2009 Biennial Conference (ACSA Conference). Retrieved October 3, 2013, from http://www.acsa.edu.au/pages/images/judy%20anderson%2 0%20mathematics%20curriculum%20development.pdf
Artut, P. & Tarım, K. (2007). Sınıf Öğretmen Adayları Sözel Matematik Problemlerine Ne Kadar Gerçekçi Yaklaşıyor?. 6. Matematik Sempozyumu, 29 Kasım- 1 Aralık, Ankara: TOBB Ekonomi ve Teknoloji Üniversitesi.
Artut, P. & Tarım, K. (2009). Öğretmen adaylarının rutin olmayan sözel problemleri çözme süreçlerinin incelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, XXII (1), 53-70.
Asman, D. & Markovits, Z. (2009). Elementary school teachers' knowledge and beliefs regarding non-routine problems. Asia Pacific Journal of Education, 29(2), DOI: 10.1080/02188790902859012.
Blum, W., & Niss, M. (1991). Applied mathematical problem solving, modelling, and links to other subjects'State, trends and issues in mathematics instruction. Educational Studies in Mathematics, 22(1), 37-68.
Chapman, O. (2005 ). Constructing pedagogical knowledge of problem solving: Pre-service mathematics teachers. In Chick, H. L. & Vincent, J. L. (Eds.). Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education, 2, 225-232.
Chen, L., Van Dooren, W. & Verschaffel, L. (2011). An investigation on Chinese teachers' realistic problem solving abilities and beliefs. Journal of Mathematics Education. 4(2), 80-96.
Cooper, B. & Harries, T. (2002). Children's responses to contrasting 'realistic' mathematics problems: Just how realistic are children ready to be? Educational Studies in Mathematics, 49, 1'23.
Creswell, J. W. (2008). Educational research planning, conducting and evaluating quantitative and qualitative research. International Pearson Merril Prentice Hall.
Çelik, D. Güler, M. (2013). İlköğretim 6. sınıf öğrencilerinin gerçek yaşam problemlerini çözme becerilerinin incelenmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi, 20(2013), 180-195
Elia, I., Van den Heuvel-Panhuizen, M. Kolovou, A. (2009). Exploring strategy use and strategy flexibility in non-routine problem solving by primary school high achievers in mathematics. ZDM The International Journal on Mathematics Education, 41, 605'618.
Fraenkel, J. R. & Wallen, N. E. (2009). How To Design And Evaluate Research in Education (6th ed.) Newyork: Mcgraw Hill International Edition.
Freudental, H. (1981). Major problems of mathematics education. Educational Studies in Mathematics, 12(2), 133-150.
Greer, B. (1997). Modeling reality in mathematics classrooms: The case of word problems. Learning and Instruction, 7(4), 293-307.
Haydar, H. & Zolkoawer, B. (2009). Beginning teachers and non routine problems: Mathematics lesson study groups in an urban context. Swars, S. L., Stinson, D. W., & Lemons-Smith, S. (Eds.). (2009). Proceedings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Atlanta, GA: Georgia State University. Retrieved October 3, 2013, from http://www.pmena.org/2009/proceedings/TEACHER%20EDUCATION%20-INSERVICE/teiBRR370063.pdf
Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K., Human, P., Murray, H., Oliver, A. & Wearne, D. (1996). Problem solving as a basis for reform in curriculum and instruction: The case of mathematics. Educational Researcher, 25, 12-21.
Ho, K.F. (2009). Two grade 5 teachers' enactment of mathematical problem solving and their classroom talk: Contrasting approaches. Quaderni di Ricerca in Didattica (Matematica), Supplemento, 4-19. Retrieved October 3, 2013, from http://math.unipa.it/~grim /TSG24_ICMI11_Ho_QRDM_Supl 4_09.pdf
Inoue (2005). The realistic reasons behind unrealistic solutions: The role of interpretive activity in word problem solving. Learning and Instruction, 15, 69-83.
Işık, C. & Kar, T. (2011). İlköğretim 6, 7 ve 8. sınıf öğrencilerinin sayı algılama ve rutin olmayan problem çözme becerilerinin incelenmesi. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 12(1), 57-72.
Johnson, R. B. & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14'26.
Kılıç, Ç. (2011). İlköğretim matematik öğretmen adaylarının standart olmayan sözel problemlere verdikleri yanıtlar ve yorumlar. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 2(3), 55-74.
Laterell, C. M. (2013). What is problem solving ability? Retrieved October 3, 2013, from http://www.lamath.org/journal/Vol1/What_IS_P_S_Ability.pdf
Lee, J., Kim, K. (2005). Elementary school teacher candidates' perception of good problems. IUMPST: The Journal 1. Retrieved August 3, 2013, from http://www.k-12prep.math.ttu.edu/journal/contentkno wledge/lee01/article.pdf
Malterud, K. (2001). Qualitative research: Standards, challenges, and guidelines. The Langet, 358(11), 483-488.
MEB (2009). İlköğretim matematik dersi 6-8. sınıflar öğretim programı. Ankara. Devlet Kitapları Müdürlüğü Basımevi.
MEB, (2005). İlköğretim matematik dersi (1-5.sınıflar) öğretimi programı. Ankara: Devlet Kitapları Müdürlüğü Basımevi.
NCTM (1989). Curriculum and evaluation standards for school mathematics, Reston, VA: National Council of Teachers of Mathematics.
NCTM, (2000). Principles and standards for school mathematics, Reston, VA: National Council of Teachers of Mathematics.
Palm, T. (2008). Impact of authenticity on sense making in word problem solving. Educ Stud Math, (2008)67, 37'58. DOI 10.1007/s10649-007-9083-3
Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd Ed.). London: Sage Publications.
Polya, G. (1990). Nasıl çözmeli. (Trans. Feryal Halatçı). İstanbul: Sistem Yayıncılık
Popper, K. R. (2010). Hayat problem çözmektir bilgi, tarih ve politika üzerine (Trans. Ali Nalbant) 3. Ed. İstanbul: Yapı Kredi Yayınları.
Posamentier, A. S. (2009). Problem solving: Building strategic competence. Professional development series. Sadlier, 14, 1-12.
Punch, K. P. (2005). Sosyal araştırmalara giriş nicel ve nitel yaklaşımlar (Trans: D. Bayrak, H. B. Arslan ve Z. Akyüz.), Ankara: Siyasal Kitapevi.
Reusser, K., & Stebler, R. (1997). Every word problem has a solution ' The social rationality of mathematical modeling in schools. Learning and Instruction, 7(4), 309-3.
Sahid, (2011). Mathematics Problem Solving and Problem-Based Learning for Joyful Learning in Primary Mathematics Instruction. Retrieved November 2, 2013, http://staff.uny.ac.id/sites/default/file s/131930136/Mathematics%20Problem%20Solving%20and%20PBL.pdf
Sepeng, P., & Webb, P. (2012). Exploring mathematical discussion in word problem-solving. Pythagoras, 33(1), Art. 60, 8. Retrieved November 3, 2013, from http://dx.doi. org/10.4102/pythagoras. v33i1.60.
Taplin, M. (1998). Preservice Teachers' Problem-Solving Processes. Mathematics Education Research Journal, 10,(3), 59-76
Taylor, J. A., McDonald, C. (2007). Writing in groups as a tool for non-routine problem solving in first year university mathematics. International Journal of Mathematical Education in Science and Technology, 38(5), 639'655
Verschaffel, L., De Corte. E., & Borghart, I. (1997). Pre-service teachers' conceptions and belief about the role of real world knowledge in mathematical modeling school word problems. Learning and Instruction, 7(4), 339-359.
Verschaffel, L., De Corte. E., & Lasure, S. (1994). Realistic considerations in mathematical modeling of school arithmetic word problems. Learning and Instruction, 4. 273-294.
Xin, Z., Lin, C., Zhang, L. & Yan, R. (2007). The performance of Chinese primary school students on realistic arithmetic word problems. Educational Psychology in Practice, 23, 145'159.
Xin, Z., Lin, C., Zhang, L., Yan; R. (2007). The performance of Chinese primary school students on realistic arithmetic word problems. Educational Psychology in Practice, 23(2). 145-159. DOI: 10.1080/02667360701320853.
Xin, Z., Zhang, L. (2009). Cognitive holding power, fluid intelligence, and mathematical achievement as predictors of children's realistic problem solving. Learning and Individual Differences, 19 (2009), 124'129.
Yıldırım, A. & Şimşek, H. (1999). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınevi.
Yoshida, H., Verschaffel, L., & De Corte, E. (1997). Realistic considerations in solving problematic word problems: do Japanese and Belgian children have the same difficulties?. Learning and Instruction, 7, 329-338.
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Published
2015-09-01
How to Cite
Bal, A. P. (2015). Examination of teacher candidates’ achievement levels and views towards the routine and real life problems. Pegem Journal of Education and Instruction, 5(3), 273–290. https://doi.org/10.14527/pegegog.2015.015
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