Identifying Mathematical Connections in Model-Eliciting Activities: A Case Study with Pre-service Mathematics Teachers as Designers
This paper aimed to explore mathematical connections that pre-service elementary mathematics teachers identified in model-eliciting activities that they designed. The study used a qualitative, in-depth exploratory case study approach conducted with a total of 42 undergraduate students selected using...
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| Format: | Article |
| Language: | deu |
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Anadolu University, Eskisehir
2023-10-01
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| Series: | Anadolu Üniversitesi Eğitim Fakültesi dergisi |
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| Online Access: | https://dergipark.org.tr/tr/download/article-file/2996333 |
| _version_ | 1797321080522670080 |
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| author | Murat Genç |
| author_facet | Murat Genç |
| author_sort | Murat Genç |
| collection | DOAJ |
| description | This paper aimed to explore mathematical connections that pre-service elementary mathematics teachers identified in model-eliciting activities that they designed. The study used a qualitative, in-depth exploratory case study approach conducted with a total of 42 undergraduate students selected using a purposive sampling method. Data were collected from mathematical modeling problems prepared by pre-service mathematics teachers and from written assignments in which pre-service teachers evaluated their problems in terms of mathematical connections. Data analysis utilized open coding to identify and label common patterns thematically. Results showed that most of the problems designed were consistent with the principles of the model-eliciting activities. A cross-case analysis of model-eliciting activities revealed that four types of mathematical connections were identified: (i) connections to real-world situations, (ii) connections between mathematical concepts, (iii) connections between different modes of representation, and (iv) connections to other disciplines. The mathematical connections identified in the modeling activities did not seem to be mutually exclusive, but rather supportive and sometimes overlapping. Pre-service mathematics teachers’ identification of mathematical connections in modeling problems reflects both their awareness of mathematical connections and their perception that the skills required for the mathematical modeling process are directly related to mathematical connection skills. Therefore, it is important that pre-service mathematics teachers have a comprehensive understanding of mathematical connections and believe that this is an essential element of the modeling process so that the various dimensions of mathematical connections, along with relevant mathematical, pedagogical, and curricular knowledge, can be effectively integrated into model-eliciting activities. |
| first_indexed | 2024-03-08T04:53:20Z |
| format | Article |
| id | doaj.art-2abfd77be7774649a1bed6ac50ea1f6e |
| institution | Directory Open Access Journal |
| issn | 2602-2249 |
| language | deu |
| last_indexed | 2024-03-08T04:53:20Z |
| publishDate | 2023-10-01 |
| publisher | Anadolu University, Eskisehir |
| record_format | Article |
| series | Anadolu Üniversitesi Eğitim Fakültesi dergisi |
| spelling | doaj.art-2abfd77be7774649a1bed6ac50ea1f6e2024-02-07T20:00:31ZdeuAnadolu University, EskisehirAnadolu Üniversitesi Eğitim Fakültesi dergisi2602-22492023-10-01741093111810.34056/aujef.126171426Identifying Mathematical Connections in Model-Eliciting Activities: A Case Study with Pre-service Mathematics Teachers as DesignersMurat Genç0ZONGULDAK BÜLENT ECEVİT ÜNİVERSİTESİThis paper aimed to explore mathematical connections that pre-service elementary mathematics teachers identified in model-eliciting activities that they designed. The study used a qualitative, in-depth exploratory case study approach conducted with a total of 42 undergraduate students selected using a purposive sampling method. Data were collected from mathematical modeling problems prepared by pre-service mathematics teachers and from written assignments in which pre-service teachers evaluated their problems in terms of mathematical connections. Data analysis utilized open coding to identify and label common patterns thematically. Results showed that most of the problems designed were consistent with the principles of the model-eliciting activities. A cross-case analysis of model-eliciting activities revealed that four types of mathematical connections were identified: (i) connections to real-world situations, (ii) connections between mathematical concepts, (iii) connections between different modes of representation, and (iv) connections to other disciplines. The mathematical connections identified in the modeling activities did not seem to be mutually exclusive, but rather supportive and sometimes overlapping. Pre-service mathematics teachers’ identification of mathematical connections in modeling problems reflects both their awareness of mathematical connections and their perception that the skills required for the mathematical modeling process are directly related to mathematical connection skills. Therefore, it is important that pre-service mathematics teachers have a comprehensive understanding of mathematical connections and believe that this is an essential element of the modeling process so that the various dimensions of mathematical connections, along with relevant mathematical, pedagogical, and curricular knowledge, can be effectively integrated into model-eliciting activities.https://dergipark.org.tr/tr/download/article-file/2996333mathematical connectionsmodel-eliciting activitiesmathematical modelingpre-service mathematics teachersmatematiksel ilişkilendirmelermodel oluşturma etkinliklerimatematiksel modellemematematik öğretmen adayları |
| spellingShingle | Murat Genç Identifying Mathematical Connections in Model-Eliciting Activities: A Case Study with Pre-service Mathematics Teachers as Designers Anadolu Üniversitesi Eğitim Fakültesi dergisi mathematical connections model-eliciting activities mathematical modeling pre-service mathematics teachers matematiksel ilişkilendirmeler model oluşturma etkinlikleri matematiksel modelleme matematik öğretmen adayları |
| title | Identifying Mathematical Connections in Model-Eliciting Activities: A Case Study with Pre-service Mathematics Teachers as Designers |
| title_full | Identifying Mathematical Connections in Model-Eliciting Activities: A Case Study with Pre-service Mathematics Teachers as Designers |
| title_fullStr | Identifying Mathematical Connections in Model-Eliciting Activities: A Case Study with Pre-service Mathematics Teachers as Designers |
| title_full_unstemmed | Identifying Mathematical Connections in Model-Eliciting Activities: A Case Study with Pre-service Mathematics Teachers as Designers |
| title_short | Identifying Mathematical Connections in Model-Eliciting Activities: A Case Study with Pre-service Mathematics Teachers as Designers |
| title_sort | identifying mathematical connections in model eliciting activities a case study with pre service mathematics teachers as designers |
| topic | mathematical connections model-eliciting activities mathematical modeling pre-service mathematics teachers matematiksel ilişkilendirmeler model oluşturma etkinlikleri matematiksel modelleme matematik öğretmen adayları |
| url | https://dergipark.org.tr/tr/download/article-file/2996333 |
| work_keys_str_mv | AT muratgenc identifyingmathematicalconnectionsinmodelelicitingactivitiesacasestudywithpreservicemathematicsteachersasdesigners |