Prospective Secondary Mathematics Teachers’ Interpretations of Students Thinking
Yazarlar (4)
Prof. Dr. Makbule Gözde DİDİŞ KABAR
Middle East Technical University (Metu), Türkiye
Middle East Technical University (Metu), Türkiye
Middle East Technical University (Metu), Türkiye
Middle East Technical University (Metu), Türkiye
| Makale Türü | Özgün Makale |
| Makale Alt Türü | SCOPUS dergilerinde yayınlanan tam makale |
| Dergi Adı | Research in Mathematics Education |
| Dergi ISSN | 1479-4802 Wos Dergi Scopus Dergi |
| Dergi Tarandığı Indeksler | British Education Index, Educational Research Abstracts Online, SCOPUS |
| Makale Dili | İngilizce |
| Basım Tarihi | 01-2014 |
| Cilt No | 16 |
| Sayı | 1 |
| Sayfalar | 77 / 78 |
| DOI Numarası | 10.1080/14794802.2013.849863 |
| Makale Linki | http://www.tandfonline.com/doi/abs/10.1080/14794802.2013.849863 |
| Özet |
| If teachers interpret students’ ways of thinking appropriately, they can make adequate instructional decisions before, during, and after teaching, and can develop their teaching with respect to students needs (Even & Tirosh, 1995). Thus, prospective teachers should gain knowledge of students’ ways of thinking before starting their careers, and teacher education courses should be the initial place for forming knowledge of students’ thinking. In this study, we investigate the extent to which prospective secondary mathematics teachers enhance their interpretation of students’ thinking within an undergraduate course. Several studies indicate that prospective teachers are somewhat unprepared to interpret students’ mathematical ideas and reasoning, and tend to judge students’ thinking as right or wrong rather than interpreting and anticipating its sources (Ball, 1988). Therefore, it is emphasised that teacher preparation … |
| Anahtar Kelimeler |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| WoS | 1 |
| SCOPUS | 3 |
| Google Scholar | 5 |
| Google Scholar | 4 |