Browsing by Author "Serin M.K."

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Analysis of the Problems Posed by Pre-Service Primary School Teachers in Terms of Type, Cognitive Structure and Content Knowledge
(2019-11-01) Serin M.K.
In the current study, the problems posed by pre-service primary school teachers within the context of semi-structured problem formation were analyzed according to their type, cognitive structure, and content knowledge. A total of 134 pre-service primary school teachers attending a state university in Turkey participated in the current study designed in line with the case study design. The pre-service teachers were presented with a table and they were asked to establish a problem suitable for the elementary level using the data given in the table. The data were collected through the established problem statements and written explanations of the participants. The collected data were analyzed by using both content and descriptive analyses. The findings have revealed that the pre-service teachers less preferred real-life problems than routine type of problems and the problems at the level of reasoning than the problems at the levels of knowing and applying. Moreover, nearly half of the pre-service teachers erroneously expressed the grade level for which they established their problem. The results have shown that the pre-service teachers do not adequately use real-life problems and problems at the level of reasoning and that there are deficiencies in their mathematical content knowledge depending on their knowledge of the curriculum.
Analysis of the Problems Posed by Pre-Service Primary School Teachers in Terms of Type, Cognitive Structure and Content Knowledge
(2019-11-01) Serin M.K.
In the current study, the problems posed by pre-service primary school teachers within the context of semi-structured problem formation were analyzed according to their type, cognitive structure, and content knowledge. A total of 134 pre-service primary school teachers attending a state university in Turkey participated in the current study designed in line with the case study design. The pre-service teachers were presented with a table and they were asked to establish a problem suitable for the elementary level using the data given in the table. The data were collected through the established problem statements and written explanations of the participants. The collected data were analyzed by using both content and descriptive analyses. The findings have revealed that the pre-service teachers less preferred real-life problems than routine type of problems and the problems at the level of reasoning than the problems at the levels of knowing and applying. Moreover, nearly half of the pre-service teachers erroneously expressed the grade level for which they established their problem. The results have shown that the pre-service teachers do not adequately use real-life problems and problems at the level of reasoning and that there are deficiencies in their mathematical content knowledge depending on their knowledge of the curriculum.
Analysis of the problems posed by pre-service primary school teachers with the context of environment
(2020-01-01) Serin M.K.
The current study is an inter-disciplinary study in which the problems posed by pre-service primary school teachers were analyzed within the context of both environment and mathematical processes. A total of 75 pre-service primary school teachers participated in the current study designed according to the case study design, one of the qualitative research methods. The data were collected through the math problems posed by the pre-service were analyzed by using the content analysis method while the problem posing processes were analyzed through the descriptive analysis approach. The results of the analyses have revealed that the pre-service teachers generally preferred to include more than one environmental context in the problems they posed and from among these contexts, the waste, garbage, forestation and air pollution contexts came to the fore. It was found that the problems posed were solvable to a great extent and were mostly real life problems in accordance with the structure of the context. However, it was observed that more than 30% of pre-service teachers could not correctly express the grade level of primary school in terms of both mathematical processes and the environmental context.
Flipping the mathematics instruction: A critical overview of recent trends in application
(2020-11-13) Incikabi L.; Serin M.K.; Incikabi S.
The flipped classroom is a rotational model in which students move between teacher-faced practices in the classroom during the standard school day and out-of-school teaching they receive online for the related concepts. In recent years, with the proliferation of technology-supported education, flipped classroom practices have been used more in mathematics classrooms, and gained the attention of mathematics education researchers. This attention also triggered the studies examining the trends of flipped classroom practices on mathematics education. This chapter introduces the theoretical underpinnings of the flipped classroom and provides a recent literature review of the studies on flipped classrooms in mathematics education from various dimensions. Accordingly, several results obtained from the analyses as well as potential issues for future research are proposed in this book chapter.
Investigation of pre-service primary school teachers’ pedagogical content knowledge through transition between representations
(2021-01-01) Serin M.K.
The purpose of the study was to examine the pre-service teachers’ transitions between representations and to make inferences about their pedagogical content knowledge. The participants in the study, which was designed as a case study, were 92 senior pre-service teachers attending a state university in Turkey. For data collection, two problems used for fourth-graders in the assessments held by TIMSS in 2007 and 2011 were applied. The participants solved these problems according to their own level and the level of fourth graders. Content analysis was conducted on the collected data. Pre-service teachers dominantly used symbolic (algebraic) representations in their solutions in line with their own level. On the other hand, in their solutions at the level of fourth-graders, a decrease was observed in their use of representations, particularly in the ticket problem in which they experienced difficulties. The rate of using suitable representations in the cake problem was found to be higher. Nearly 30 % of the pre-service teachers managed to solve both of the problems by using representation(s) suitable for the level of primary fourth-graders, as they had sufficient pedagogical content knowledge (PCK).
Investigation of pre-service primary school teachers’ pedagogical content knowledge through transition between representations
(2021-01-01) Serin M.K.; Serin, MK
The purpose of the study was to examine the pre-service teachers’ transitions between representations and to make inferences about their pedagogical content knowledge. The participants in the study, which was designed as a case study, were 92 senior pre-service teachers attending a state university in Turkey. For data collection, two problems used for fourth-graders in the assessments held by TIMSS in 2007 and 2011 were applied. The participants solved these problems according to their own level and the level of fourth graders. Content analysis was conducted on the collected data. Pre-service teachers dominantly used symbolic (algebraic) representations in their solutions in line with their own level. On the other hand, in their solutions at the level of fourth-graders, a decrease was observed in their use of representations, particularly in the ticket problem in which they experienced difficulties. The rate of using suitable representations in the cake problem was found to be higher. Nearly 30 % of the pre-service teachers managed to solve both of the problems by using representation(s) suitable for the level of primary fourth-graders, as they had sufficient pedagogical content knowledge (PCK).
The effect of metacognitive questioning instruction performed in cooperative learning environments on the mathematical problem solving skills of 4th grade primary school students
(2018-01-01) Serin M.K.; Korkmaz İ.
The relationship between pre-service primary school teachers’ beliefs about mathematics and critical thinking dispositions
(2018-01-01) Serin M.K.; Uyanık G.; İncikabı L.
The aim of this study is to determine the level of relationship between pre-service primary school teachers’ mathematics-related beliefs and their critical thinking disposition. The research follows a quantitative paradigm in the data context and is designed according to the relational survey method. The participants were the third and fourth grade students who were studying at the Department of Primary School Education at the Faculty of Education in a state university in Turkey in the 2014-2015 academic year. Two main data collection tools were used in the research. One of them is the Mathematics Related Beliefs Scale (MRBS) developed by Kayan, Haser and Işıksal-Bostan (2013) and the other is the California Critical Thinking Disposition Inventory which had been adapted by Kökdemir (2003) into Turkish. In the data analysis, mean, independent samples t- test and Pearson moments correlation coefficient were used. According to the findings, it was found that the pre-service primary school teachers agreed more on constructivist belief statements than traditional beliefs. Also, critical thinking dispositions were seen to be partly positive. There was no significant difference in pre-service teachers' maths-related beliefs as well as in their critical thinking dispositions compared to the class level variables. Finally, according to the results of correlation analysis, a low level of positive correlation between the constructivist beliefs dimension and the critical thinking dispositions scale factors was found.