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  • Küçük Resim
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    Pre-service mathematics teachers' multiple representation competencies about determinant concept
    (2011) Durkaya, Merve; Şenel, E. Özge; Öçal, M. Fatih; Kaplan, Abdullah; Aksu, Zeki; Konyaloglu, A. Cihan
    In this study, pre-service secondary school mathematics teachers' pedagogical content knowledge on determinant subject with respect to multiple representation components was investigated. The study was carried out with 25 pre-service mathematics teachers including 10 females and 15 males. The study was descriptive and the data were gathered from the written responses to test including open ended question which was subjected to pre-service mathematics teachers and from the semi-structure interviews. The results of this study revealed that pre-service teachers experienced difficulty in taking determinants and that they used the numeric and algebraic representations which are the kinds of multiple representations, instead of geometric representations. In addition, it was found that they could not express the definition and the meaning of the determinant completely and they felt that geometric representations only helps them intuitively understand the meaning of the determinant concept.
  • Küçük Resim
    Öğe
    Secondary school mathematics teachers' approaches to students' possible mistakes
    (ELSEVIER SCIENCE, 2011) Durkaya, Merve; Aksu, Zeki; Öçal, M. Fatih; Şenel, E. Özge; Konyaloğlu, A. Cihan; Hizarci, Seyfullah
    One of the important components that shape both the pedagogical and mathematical content knowledge is the component of being aware of students' mistakes. This study tries to investigate in what degree mathematics teachers correctly built their mathematical content knowledge by using the component that shapes both their mathematical and pedagogical content knowledge. According to this aim, teachers were subjected to a test that includes three questions. The content of the test include incorrect solutions of questions related to sequences, derivative and integration and teachers were asked to explain the reasons of such mistakes based on mathematical knowledge. It was assumed that there is a direct relation between their determination of the reasons of the incorrect solutions and their mathematical content knowledge on such subject. The situation was presented descriptively. The data gathered in the study revealed that mathematics teachers experienced difficulty in determining and in explaining the reasons of the incorrect solutions in general, even, some of them have different mistakes on subject.