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The Points to be Considered while Developing the Activities for the Mathematics Course

Year 2023, Volume: 7 Issue: 15, 530 - 547, 21.10.2023

Selin Çenberci

https://doi.org/10.31458/iejes.1297016
Cited By: 1

Abstract

The need for constructivist classroom environments in mathematics teaching cannot be ignored in order for sustainable development to continue. One of the most important applications of constructivist classroom environments in mathematics education all over the world is mathematical activities. The proficiency of pre-service mathematics teachers in developing activities will support constructivist classroom environments. In this study, it was aimed to reveal pre-service mathematics teachers' thoughts about what points they consider while they develop activities for mathematics courses. With this aim, an open-ended question was addressed to 23 pre-service teachers taking education at Elementary Mathematics Teaching program of a state university and having received the elective course of Activity Development in Mathematics Teaching. The obtained data was analyzed via the content analysis method. As a result of the study, it was determined that the participant elementary pre-service mathematics teachers expressed the points which they considered while developing activities with a total of 161 sentences or words. The statements obtained as a result of the analysis of the answers which the pre-service teachers gave to the research problem were gathered and examined under five sub-themes, namely general, purpose, scope, planning and the role of the teacher in practice. In respect of the points which elementary pre-service mathematics teachers considered while developing activities for mathematics courses, participants considered while developing activities for mathematics courses, they were observed to use statements which were mostly related to the sub-theme of the role of the teacher in practice. When it was evaluated in general, it has been observed that the participant elementary pre-service mathematics teachers are generally aware of the points to be emphasized. However, due to the low number of pre-service teachers who emphasized some points, it was concluded that they did not have enough knowledge about developing activities.

Keywords

Activity development mathematical activity mathematics course pre-service mathematics teacher

References

  • Ainley, J., Pratt, D., & Hansen, A. (2006). Connecting engagement and focus in pedagogic task design. British Educational Research Journal, 32(1), 23-38. https://doi.org/10.1080/01411920500401971
  • Ayalon, M., Naftaliev, E., Levenson, E. S., & Levy, S. (2021). Prospective and in-service mathematics teachers’ attention to a rich mathematics task while planning its implementation in the classroom. International Journal of Science and Mathematics Education, 19, 1695–1716. https://doi.org/10.1007/s10763-020-10134-1
  • Ayalon, M., & Even, R. (2016). Factors shaping students’ opportunities to engage in classroom argumentative activity. International Journal of Science and Mathematics Education, 14, 575–601. https://doi.org/10.1007/s10763-014-9584-3
  • Baki, A. (2008). Kuramdan uygulamaya matematik eğitimi (4th Ed.) [Mathematics education from theory to practice]. Ankara: Harf Eğitim Publishing.
  • Bell, A. (1993). Principles for the design of teaching. Educational Studies in Mathematics, 24(1), 5-34. https://doi.org/10.1007/BF01273293
  • Bozkurt, A. (2012). Mathematics teachers’ perceptions of mathematical activities. Education and Science, 37(166), 101-115.
  • Bozkurt, A. & Kuran, K. (2016). Teachers’ opinions about implementing activities in mathematics textbooks and designing their own mathematics activities. Ege Journal of Education, 2(17), 377–398. https://doi.org/10.12984/egeefd.280750
  • Brousseau, G. (2002). Theory of Didactical Situations in Mathematics. In N. Balacheff, M. Cooper, R. Sutherland & V. Warfield (Eds). (pp.15-45). Dordrecht, The Netherlands: Kluwer Academic.
  • Brooks, J. G. & Brooks, M. G. (1999). In search of understanding: the case for constructivist classrooms. Alexandria, Virginia, USA: Association for Supervision and Curriculum Development.
  • Creswell, J. W. (2007). Qualitative inquiry & research design: choosing among five approaches (2nd Ed.). ABD. Sage Publications. Inc.
  • Council of Higher Education (CoHE), (2018). New Teacher Training Undergraduate Program. Retrieved from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Matematik_Ogretmenligi_Lisans_Programi.pdf
  • Dede, Y., Dogan, M. F., & Aslan-Tutak, F. (2020). Matematik eğitiminde etkinliklere genel bakış, matematik eğitiminde etkinlikler ve uygulamaları [Overview of activities in mathematics education, activities and applications in mathematics education]. Ankara: Pegem Academy Publishing.
  • Doerr, H. M. (2006). Examining the tasks of teaching when using students’ mathematical thinking. Educational Studies in Mathematics, 62, 3-24.
  • Doyle, W. (1983). Academic work. Review of Educational Research, 53, 159-199.
  • Doyle, W. (1988). Work in mathematics classes: the context of students’ thinking during instruction. Educational Psychologist, 23(2), 167-180. https://doi.org/10.1207/s15326985ep2302_6
  • Elci, A. N., Bukova-Guzel, E., & Alkan, H. (2006, Eylül). Ülkemiz matematik öğretmen adaylarının profilinin yapılandırmacı öğrenme yaklaşımına uygunluğu [The suitability of the profile of pre-service mathematics teachers in our country with the constructivist learning approach]. VII. National Science and Mathematics Education Congress. Ankara, Turkey.Gazi University.
  • Festus, A. B. (2013). Activity-based learning strategies in the mathematics classrooms. Journal of Education and Practice, 4(13), 8-15.
  • Francis-Smythe, J. A., & Robertson, I. T. (1999). On the relationship between time management and time estimation. British Journal of Psychology, 90(3), 333-347.
  • Francom, G. M., & Gardner, J. (2014). What is task-centered learning?. Tech Trends, 58(5), 28-36.
  • Gok, M. (2019, June). Examination of activities developed by prospective elementary school mathematics teachers and opinions about the activity design. 3rd International Congress of Social and Human Sciences, Belgrade, Serbia, 787-797.
  • Griffin, P. (2009). What makes a rich task?. Mathematics Teaching, 212, 32-34.
  • Haciomeroglu, G. (2018). Teaching the emoji generations: Examining the role of reflections on the student teachers’ development of a mathematical activity. International Journal of Educational Studies in Mathematics, 5(1), 11-22.
  • Henningsen, M., & Stein, M. K. (1997). Mathematical tasks and student cognition: classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for Research in Mathematics Education, 28(5), 524-549. https://doi.org/10.2307/749690
  • Horoks, J. & Robert, A. (2007). Tasks designed to highlight task-activity relationships. Journal Math Teacher Education, 10, 279-287. http://doi.org/10.1007/s10857-007-9040-1
  • Huang, C. H., & Lin, F. L. (2013). Using activity theory to model the Taiwan atayal students’ classroom mathematical activity. International Journal of Science and Mathematics Education, 11, 213–236. https://doi.org/10.1007/s10763-012-9381-9
  • Ilhan, A., & Aslaner, R. (2022). Investigation of the geometric successes of mathematics teacher candidates according to gender, class and university variables. Journal of Ahmet Kelesoglu Education Faculty (AKEF), 4(1), 128-145. https://doi.org/10.28151/akef.2022.8
  • Johnson, H. L., Coles, A., & Clarke, D. (2017). Mathematical tasks and the student: navigating “tensions of intentions” between designers, teachers, and students. ZDM, 49(6), 813-822. https://doi.org/10.1007/s11858-017-0894-0
  • Jones, I. & Pratt, D. (2006). Connecting the equals sign. International Journal Computer Mathematics Learning, 11, 301–325.
  • Karakus, M., & Yesilpinar, M. (2013). An analysis of activities and measurement-evaluation process in a six grade math lesson: A case study. Pegem Journal of Education and Instruction, 3(1), 34-54.
  • Karatas, A. G., & Cerci, A. (2023). An analysis of activity perceptions of ınstructors teaching Turkish as a foreign language. Journal of Ahmet Kelesoglu Education Faculty (AKEF), 5(1), 49-74. https://doi.org/10.28151/akef.2023.44
  • Kerpic, A. & Bozkurt, A. (2011). An evaluation of the 7th grade mathematics textbook tasks within the framework of principles of task design. Mustafa Kemal University Journal of Social Sciences Institute, 8(16), 303-318.
  • Kerpic, A. (2011). Evaluation of the 7th grade mathematic textbook activities within the framework of principles of activity design. (Unpublished master’s thesis). Gaziantep University, Gaziantep.
  • Lappan, G., & Briars, D. (1995). How should mathematics be taught. Prospects for School Mathematics, 131-156.
  • Lee, E. J., Lee, K. H., & Park, M. (2019). Developing preservice teachers’ abilities to modify mathematical tasks: Using noticing-oriented activities, International Journal of Science and Mathematics Education, 17, 965–985. https://doi.org/10.1007/s10763-018-9891-1
  • Liljedahl, P. Chernoff, E., & Zazkis, R. (2007). Interweaving mathematics and pedagogy in task design: a tale of one task. Journal of Mathematics Teacher Education, 10(4-6), 239- 249.
  • Lau, W. W. F. (2022). Predicting pre-service mathematics teachers’ teaching and learning conceptions: The role of mathematical beliefs, mathematics self-efficacy, and mathematics teaching efficacy. International Journal of Science and Mathematics Education, 20, 1141–1160 https://doi.org/10.1007/s10763-021-10204-y
  • Ministry of National Education [MoNE] (2018). İlkokul ve ortaokul matematik dersi öğretim programı [Primary and secondary school mathematics curriculum]. Ministry of National Education Board of Education, Ankara, Turkey.
  • MacDonald, J. (2008). Blended learning and online tutoring: planning learner support and activity design, 2. Edition. (Online: Retrieved on 12-May-2011, at URL: www.J.MacDonald_2008book.google.com)
  • MacGregor, C. (1999). 365 after-school activities you can do with your child. Holbrook: Adams media
  • McMillan, J. H. & Schumacher, S. (2010). Research in education: evidence-based inquiry (7th Ed.). New York: Pearson Publishing.
  • Margolinas, C. (Ed.) (2013). Task design in mathematics education: Proceedings of ICMI Study 22. Oxford: University of Oxford
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  • Olkun, S., & Toluk-Ucar, Z. (2006). İlköğretimde matematik öğretimine çağdaş yaklaşımlar [Contemporary approaches to teaching mathematics in primary education]. Ankara: Ekinoks.
  • Ozgen, K. (2017). A theoretical study on mathematical learning activities: A case of function concept. Bolu Abant İzzet Baysal University Journal of Faculty of Education, 17(3), 1437-1464.
  • Ozgen, K. (2019). The skills of prospective teachers to design activities that connect mathematics to different disciplines. İnönü University Journal of the Faculty of Education, 20(1), 101-118. https://doi.org/10.17679/inuefd.363984
  • Ozmantar, M. F., & Bingolbali, E. (2009). Etkinlik tasarımı ve temel tasarım prensipleri. İlköğretimde karşılaşılan matematiksel zorluklar ve çözüm önerileri [Event design and basic design principles. Mathematical Challenges and Solutions in Primary Education]. Ankara: Pegem A.
  • Ozmantar, M. F., & Aslan, B. (2017). Student and teacher roles in the process of mathematical task implementation. International Journal of Social Science Research, 6(1), 1-23.
  • Ozmantar, M. F., Bozkurt, A., Demir, S., Bingolbali, E., & Anil, E. (2010). Elementary teachers’ perception of instructional activities. Selcuk University Ahmet Kelesoglu Faculty of Education Journal, 30, 379-398.
  • Ozturk, F., & Isik, A. (2018). A study on the processes of activity design by prospective primary mathematics teachers. Journal of Bayburt Education Faculty, 13(26), 513-545.
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The Points to be Considered while Developing the Activities for the Mathematics Course

Year 2023, Volume: 7 Issue: 15, 530 - 547, 21.10.2023

Selin Çenberci

https://doi.org/10.31458/iejes.1297016
Cited By: 1

Abstract

The need for constructivist classroom environments in mathematics teaching cannot be ignored in order for sustainable development to continue. One of the most important applications of constructivist classroom environments in mathematics education all over the world is mathematical activities. The proficiency of pre-service mathematics teachers in developing activities will support constructivist classroom environments. In this study, it was aimed to reveal pre-service mathematics teachers' thoughts about what points they consider while they develop activities for mathematics courses. With this aim, an open-ended question was addressed to 23 pre-service teachers taking education at Elementary Mathematics Teaching program of a state university and having received the elective course of Activity Development in Mathematics Teaching. The obtained data was analyzed via the content analysis method. As a result of the study, it was determined that the participant elementary pre-service mathematics teachers expressed the points which they considered while developing activities with a total of 161 sentences or words. The statements obtained as a result of the analysis of the answers which the pre-service teachers gave to the research problem were gathered and examined under five sub-themes, namely general, purpose, scope, planning and the role of the teacher in practice. In respect of the points which elementary pre-service mathematics teachers considered while developing activities for mathematics courses, participants considered while developing activities for mathematics courses, they were observed to use statements which were mostly related to the sub-theme of the role of the teacher in practice. When it was evaluated in general, it has been observed that the participant elementary pre-service mathematics teachers are generally aware of the points to be emphasized. However, due to the low number of pre-service teachers who emphasized some points, it was concluded that they did not have enough knowledge about developing activities.

Keywords

Activity development mathematical activity mathematics course pre-service mathematics teacher

References

  • Ainley, J., Pratt, D., & Hansen, A. (2006). Connecting engagement and focus in pedagogic task design. British Educational Research Journal, 32(1), 23-38. https://doi.org/10.1080/01411920500401971
  • Ayalon, M., Naftaliev, E., Levenson, E. S., & Levy, S. (2021). Prospective and in-service mathematics teachers’ attention to a rich mathematics task while planning its implementation in the classroom. International Journal of Science and Mathematics Education, 19, 1695–1716. https://doi.org/10.1007/s10763-020-10134-1
  • Ayalon, M., & Even, R. (2016). Factors shaping students’ opportunities to engage in classroom argumentative activity. International Journal of Science and Mathematics Education, 14, 575–601. https://doi.org/10.1007/s10763-014-9584-3
  • Baki, A. (2008). Kuramdan uygulamaya matematik eğitimi (4th Ed.) [Mathematics education from theory to practice]. Ankara: Harf Eğitim Publishing.
  • Bell, A. (1993). Principles for the design of teaching. Educational Studies in Mathematics, 24(1), 5-34. https://doi.org/10.1007/BF01273293
  • Bozkurt, A. (2012). Mathematics teachers’ perceptions of mathematical activities. Education and Science, 37(166), 101-115.
  • Bozkurt, A. & Kuran, K. (2016). Teachers’ opinions about implementing activities in mathematics textbooks and designing their own mathematics activities. Ege Journal of Education, 2(17), 377–398. https://doi.org/10.12984/egeefd.280750
  • Brousseau, G. (2002). Theory of Didactical Situations in Mathematics. In N. Balacheff, M. Cooper, R. Sutherland & V. Warfield (Eds). (pp.15-45). Dordrecht, The Netherlands: Kluwer Academic.
  • Brooks, J. G. & Brooks, M. G. (1999). In search of understanding: the case for constructivist classrooms. Alexandria, Virginia, USA: Association for Supervision and Curriculum Development.
  • Creswell, J. W. (2007). Qualitative inquiry & research design: choosing among five approaches (2nd Ed.). ABD. Sage Publications. Inc.
  • Council of Higher Education (CoHE), (2018). New Teacher Training Undergraduate Program. Retrieved from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Matematik_Ogretmenligi_Lisans_Programi.pdf
  • Dede, Y., Dogan, M. F., & Aslan-Tutak, F. (2020). Matematik eğitiminde etkinliklere genel bakış, matematik eğitiminde etkinlikler ve uygulamaları [Overview of activities in mathematics education, activities and applications in mathematics education]. Ankara: Pegem Academy Publishing.
  • Doerr, H. M. (2006). Examining the tasks of teaching when using students’ mathematical thinking. Educational Studies in Mathematics, 62, 3-24.
  • Doyle, W. (1983). Academic work. Review of Educational Research, 53, 159-199.
  • Doyle, W. (1988). Work in mathematics classes: the context of students’ thinking during instruction. Educational Psychologist, 23(2), 167-180. https://doi.org/10.1207/s15326985ep2302_6
  • Elci, A. N., Bukova-Guzel, E., & Alkan, H. (2006, Eylül). Ülkemiz matematik öğretmen adaylarının profilinin yapılandırmacı öğrenme yaklaşımına uygunluğu [The suitability of the profile of pre-service mathematics teachers in our country with the constructivist learning approach]. VII. National Science and Mathematics Education Congress. Ankara, Turkey.Gazi University.
  • Festus, A. B. (2013). Activity-based learning strategies in the mathematics classrooms. Journal of Education and Practice, 4(13), 8-15.
  • Francis-Smythe, J. A., & Robertson, I. T. (1999). On the relationship between time management and time estimation. British Journal of Psychology, 90(3), 333-347.
  • Francom, G. M., & Gardner, J. (2014). What is task-centered learning?. Tech Trends, 58(5), 28-36.
  • Gok, M. (2019, June). Examination of activities developed by prospective elementary school mathematics teachers and opinions about the activity design. 3rd International Congress of Social and Human Sciences, Belgrade, Serbia, 787-797.
  • Griffin, P. (2009). What makes a rich task?. Mathematics Teaching, 212, 32-34.
  • Haciomeroglu, G. (2018). Teaching the emoji generations: Examining the role of reflections on the student teachers’ development of a mathematical activity. International Journal of Educational Studies in Mathematics, 5(1), 11-22.
  • Henningsen, M., & Stein, M. K. (1997). Mathematical tasks and student cognition: classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for Research in Mathematics Education, 28(5), 524-549. https://doi.org/10.2307/749690
  • Horoks, J. & Robert, A. (2007). Tasks designed to highlight task-activity relationships. Journal Math Teacher Education, 10, 279-287. http://doi.org/10.1007/s10857-007-9040-1
  • Huang, C. H., & Lin, F. L. (2013). Using activity theory to model the Taiwan atayal students’ classroom mathematical activity. International Journal of Science and Mathematics Education, 11, 213–236. https://doi.org/10.1007/s10763-012-9381-9
  • Ilhan, A., & Aslaner, R. (2022). Investigation of the geometric successes of mathematics teacher candidates according to gender, class and university variables. Journal of Ahmet Kelesoglu Education Faculty (AKEF), 4(1), 128-145. https://doi.org/10.28151/akef.2022.8
  • Johnson, H. L., Coles, A., & Clarke, D. (2017). Mathematical tasks and the student: navigating “tensions of intentions” between designers, teachers, and students. ZDM, 49(6), 813-822. https://doi.org/10.1007/s11858-017-0894-0
  • Jones, I. & Pratt, D. (2006). Connecting the equals sign. International Journal Computer Mathematics Learning, 11, 301–325.
  • Karakus, M., & Yesilpinar, M. (2013). An analysis of activities and measurement-evaluation process in a six grade math lesson: A case study. Pegem Journal of Education and Instruction, 3(1), 34-54.
  • Karatas, A. G., & Cerci, A. (2023). An analysis of activity perceptions of ınstructors teaching Turkish as a foreign language. Journal of Ahmet Kelesoglu Education Faculty (AKEF), 5(1), 49-74. https://doi.org/10.28151/akef.2023.44
  • Kerpic, A. & Bozkurt, A. (2011). An evaluation of the 7th grade mathematics textbook tasks within the framework of principles of task design. Mustafa Kemal University Journal of Social Sciences Institute, 8(16), 303-318.
  • Kerpic, A. (2011). Evaluation of the 7th grade mathematic textbook activities within the framework of principles of activity design. (Unpublished master’s thesis). Gaziantep University, Gaziantep.
  • Lappan, G., & Briars, D. (1995). How should mathematics be taught. Prospects for School Mathematics, 131-156.
  • Lee, E. J., Lee, K. H., & Park, M. (2019). Developing preservice teachers’ abilities to modify mathematical tasks: Using noticing-oriented activities, International Journal of Science and Mathematics Education, 17, 965–985. https://doi.org/10.1007/s10763-018-9891-1
  • Liljedahl, P. Chernoff, E., & Zazkis, R. (2007). Interweaving mathematics and pedagogy in task design: a tale of one task. Journal of Mathematics Teacher Education, 10(4-6), 239- 249.
  • Lau, W. W. F. (2022). Predicting pre-service mathematics teachers’ teaching and learning conceptions: The role of mathematical beliefs, mathematics self-efficacy, and mathematics teaching efficacy. International Journal of Science and Mathematics Education, 20, 1141–1160 https://doi.org/10.1007/s10763-021-10204-y
  • Ministry of National Education [MoNE] (2018). İlkokul ve ortaokul matematik dersi öğretim programı [Primary and secondary school mathematics curriculum]. Ministry of National Education Board of Education, Ankara, Turkey.
  • MacDonald, J. (2008). Blended learning and online tutoring: planning learner support and activity design, 2. Edition. (Online: Retrieved on 12-May-2011, at URL: www.J.MacDonald_2008book.google.com)
  • MacGregor, C. (1999). 365 after-school activities you can do with your child. Holbrook: Adams media
  • McMillan, J. H. & Schumacher, S. (2010). Research in education: evidence-based inquiry (7th Ed.). New York: Pearson Publishing.
  • Margolinas, C. (Ed.) (2013). Task design in mathematics education: Proceedings of ICMI Study 22. Oxford: University of Oxford
  • National Council of Teachers of Mathematics [NCTM], (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
  • Olkun, S., & Toluk-Ucar, Z. (2006). İlköğretimde matematik öğretimine çağdaş yaklaşımlar [Contemporary approaches to teaching mathematics in primary education]. Ankara: Ekinoks.
  • Ozgen, K. (2017). A theoretical study on mathematical learning activities: A case of function concept. Bolu Abant İzzet Baysal University Journal of Faculty of Education, 17(3), 1437-1464.
  • Ozgen, K. (2019). The skills of prospective teachers to design activities that connect mathematics to different disciplines. İnönü University Journal of the Faculty of Education, 20(1), 101-118. https://doi.org/10.17679/inuefd.363984
  • Ozmantar, M. F., & Bingolbali, E. (2009). Etkinlik tasarımı ve temel tasarım prensipleri. İlköğretimde karşılaşılan matematiksel zorluklar ve çözüm önerileri [Event design and basic design principles. Mathematical Challenges and Solutions in Primary Education]. Ankara: Pegem A.
  • Ozmantar, M. F., & Aslan, B. (2017). Student and teacher roles in the process of mathematical task implementation. International Journal of Social Science Research, 6(1), 1-23.
  • Ozmantar, M. F., Bozkurt, A., Demir, S., Bingolbali, E., & Anil, E. (2010). Elementary teachers’ perception of instructional activities. Selcuk University Ahmet Kelesoglu Faculty of Education Journal, 30, 379-398.
  • Ozturk, F., & Isik, A. (2018). A study on the processes of activity design by prospective primary mathematics teachers. Journal of Bayburt Education Faculty, 13(26), 513-545.
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Details

Primary Language English
Subjects Mathematics Education
Journal Section Research Article
Authors

Selin Çenberci 0000-0003-4025-7823

Early Pub Date October 7, 2023
Publication Date October 21, 2023
Submission Date May 14, 2023
Published in Issue Year 2023 Volume: 7 Issue: 15

Cite

APA Çenberci, S. (2023). The Points to be Considered while Developing the Activities for the Mathematics Course. International E-Journal of Educational Studies, 7(15), 530-547. https://doi.org/10.31458/iejes.1297016

Cited By

Matematik Öğretmenlerinin Öğretmenlik Meslek Kanunu Hakkındaki Görüşleri
Journal of Computer and Education Research
https://doi.org/10.18009/jcer.1422561
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