Academia.edu no longer supports Internet Explorer.
To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser.
The aim of this study is to address and analyse pre-service teachers' mathematical reasoning skills in relation to mathematical thinking processes. For these purposes, pre-service teachers' mathematical reasoning skills namely generalising/abstraction/modelling, ratiocination, development and creative thinking skills and the relationships among these skills are examined. Apart from these, it is explored whether grade level and gender have an effect on the application of these skills. The study is based on a mixed method research design and is carried out with 197 pre-service teachers of different grade levels in the school of education of a public university. One of the data collection tools used in the study is mathematical thinking and reasoning skills test which was developed by Başaran (2011) and comprises 21 open-ended questions on real-life problems. The second one is the Mathematical Reasoning Skills and Indicators developed by the researchers in the light of a study by Alkan and Taşdan (2011). Content analysis is performed on the data gathered from the pilot study conducted as the first step of the data analysis and the content of the quantitative data analysis is defined. As the second step, some parametric and non-parametric tests are utilized using the SPSS 15.0 software. As a result of the study, it has been revealed that pre-service teachers' scores on generalising/abstraction/modelling and ratiocination skills are close to average whereas their scores on development and creative thinking skills are below average. It has also been concluded that all the relationships among pre-service teachers' reasoning skills are significant and that correlations among the skills which are associated with stages that follow one another are stronger than the others. Another result of the study is that, in relation to the gender variable, there is a significant difference among the scores concerning generalising/abstraction/modelling and ratiocination skills, yet there are not any significant differences among the development and creative thinking skills scores. In relation to the grade variable, on the other hand, there aren't any significant differences Hayal Yavuz Mumcu AN ANALYSIS OF THE REASONING SKILLS OF PRE-SERVICE TEACHERS IN THE CONTEXT OF MATHEMATICAL THINKING European Journal of Education Studies-Volume 3 │ Issue 5 │ 2017 226 among the scores concerning generalising/abstraction/modelling (GAM) and reasoning (R) and improving (İ) skills, yet there are significant differences among the creative thinking skills scores of freshman and sophomore pre-service teachers and among those of the sophomore and junior pre-service teachers.Results of the present study are discussed in relation to the relevant literature and some recommendations for future studies pertaining to the subject and to learning environment quality are presented.
Anatolian Journal of Education
MATHEMATICAL CREATIVE THINKING ABILITY AND SCAFFOLDING PROCESS ACCORDING WITH LEARNING STYLES FOR PRE-SERVICE TEACHERS2018 •
This study aimed to describe the ability of mathematical creative thinking and scaffolding process of pre-service teachers according to the learning styles. The participants were 50 first year pre-service primary teacher students. The research data were taken by questionnaire, test and interview. The questionnaire results to look at learning styles, test results to see the ability of mathematical creative thinking. Interviews were used to validate the results of thinking skills tests and scaffolding processes. The research design uses qualitative triangulation where the validity of data ability of creative thinking, scaffolding process seen from the result of test and interview. The first result of this study indicates that the subjects have different creative thinking abilities which were seen from his learning style. The second result shows that scaffolding according to the subject's learning styles can improve the ability of mathematical creative thinking. The scaffolding process begins with the provision of motivation, explaining, constructing the correct concept and working on the problem. The speed of the subject in receiving assistance through scaffolding takes different times. Although they have different learning styles, scaffolding process will be successful when used along with the media, either in the form of props and simulation drawings.
2014 •
This study determined the level of mathematical creativity of pre-service teachers as a whole and in terms of fluency, flexibility, and originality in their generation of ideas. It also looked into their teaching competence in terms of personal and social qualities, language proficiency and instructional competencies. On the inferential aspect, it ascertained the predictive ability of mathematical creativity and their teaching competence in terms of personal and social qualities, language proficiency, and instructional competencies. Major findings revealed that the mathematical creativity of the participants was average as an entire group and in terms of fluency, flexibility, and originality. The teaching competence was found to be high in terms of personal and social qualities, language proficiency, and instructional competencies. There was no significant relationship between mathematical creativity and its components and between mathematical creativity and problem-solving performance of the participants. The mathematical creativity of the participants as a whole and in terms of fluency, flexibility, and originality were not predictors of their teaching competence in terms of personal and social qualities, language proficiency, and instructional competencies.
International Journal of Research
In-Service And Pre-Service Mathematics Teachers’ Opinions About Teaching Of Thinking Skills2011 •
Universal Journal of Educational Research
Mathematical Creativity of Pre-service Teachers in Solving Non-routine Problems in State University in LagunaDeveloping a creative individual is one of the goals of the mathematical education system. Mathematical creativity is viewed as a product and a process. Likewise, this varies among individuals. The current study focuses on creativity in mathematics, particularly in problem-solving of the pre-service mathematics teachers in a state university in Laguna. The researchers attempted to describe the level of mathematical creativity of these pre-service teachers based on its different domains: fluency, flexibility, and originality. To measure the level of mathematical creativity of the pre-service teachers, they solved a set of non-routine problem-solving tasks presented to them. It revealed that this group of pre-service mathematics teachers have a moderate level of fluency and flexibility but a low level of originality. This finding means that they followed step-by-step solutions to derive the correct answer to the problem. However, they tend to stick to the same and usual strategies to solve the problems. This further showed that the overall level of mathematical creativity of the respondents is moderate. Findings reveal that age has no significant relationship with the level of mathematical creativity. At the same time, academic achievement significantly relates to fluency and originality as mathematical creativity measures. It is found that males and females do not significantly differ in their level of mathematical creativity. Thus, it is firmly believed that mastery of various mathematical concepts and applications of different problem-solving strategies has yet to be developed among pre-service teachers in order to attain higher levels of mathematical creativity.
Procedia - Social and Behavioral Sciences
The Analysis of Pre-service Teachers’ Beliefs about Mathematical Problem Solving2015 •
The field of Mathematics requires a lot of critical thinking and problem solving. These skills are honed as early as the basic education years of the students. Teacher training institutions should make it a necessity that they are able to cater to pre-service teachers who will be able to meet the demands of mathematics education. This paper aimed to construct, validate and determine the Differential Item Functioning (DIF) of a problem solving test for pre-service mathematics teachers. This test will later be used as a basis for designing interventions to improve the mathematical aptitude of pre-service teachers. Two universities were chosen with 100 third year students taking Bachelor of Science in Secondary Education major in Mathematics. The tests were constructed and validated by experts before administration to the participants. The participants took the examination and the test was improved based on the results of the item analysis. Differential Item Functioning was also tested using the Standardization Method. The study led to the development of a 60-item validated test on problem solving. After subjecting to DIF analysis, it was found that the two groups tested performed with no significant difference between individuals of similar abilities. The test yielded norm values per sub-skill of the test which will help gauge pre-service mathematics teachers' problem-solving skills.
Teaching of thinking skills, paramount in effective teaching and learning of Mathematics, requires sufficiently knowledgeable teachers for its delivery. As such, it is equally important to determine the minimum level of knowledge required of the teachers, so that, the intended tasks could be carried out successfully. Thus, this quantitative study was conducted with its aim to identify the level of teachers' knowledge in teaching thinking skills. A total of 199 Mathematics teachers were selected as the respondents in this study. The collected data was analyzed inferentially to identify the levels of teachers' knowledge in teaching thinking skills across school categories. The results obtained showed that, Mathematics teachers in primary schools had a relatively lower level of knowledge in teaching thinking skills, compared to their peers in secondary schools. This study revealed the importance of teaching thinking skills to students. Teacher must gain the mastery of thinking skills themselves, so that they would be able to deliver the related lessons effectively. Thus, Mathematics teacher should always keep improving themselves to fully master the teaching of thinking skills to the students. The education system in Malaysia has undergone quite a radical transformation that began in the 1990's, in response to changes in the global rankings. Teachers act as recipients of the information about the curriculum and learning materials gained from external resources and subsequently disseminate them to the students [1]. Teaching thinking skills in Malaysia was introduced in the teaching and learning process in 1994 [3]. The teaching of thinking skills in schools is important as it enables students to solve problems and make decisions in their daily lives, ([4] and [5]). Thinking skills are the ability to do cognitive processes, including perception, knowledge, and, creation and exploration of ideas, decision making and problem solving with the best options. ([2], [6], [7], and [19]). In addition, thinking skills could also be defined as a discipline of knowledge which could be practised and learned [8]. Generally, thinking skills could be divided into four components, namely, critical thinking, creative thinking, decision making and problem solving skills. Teachers must equip themselves with knowledge, skills and new practices required to fulfil the objectives of teaching and learning of the 21st century [10] and they must give priority to effectively get the thinking skills across the various fields of knowledge among students. [11]. Besides, they need to be wise to cultivate students' ability to analyze, synthesize, and evaluate facts and information, to use thinking skills to solve problems and make decisions, to have personal and inter-personal communication skills and to find alternative pedagogy while applying these skills with the passage of time. ([12] and [13]). The aims of this study were to identify the levels of Mathematics teachers' knowledge in teaching thinking skills, and to ascertain the differences in these levels across school categories (primary school teachers versus secondary school teachers). Problem Statement The hesitation among teachers to implement teaching of thinking skills was due to the lack of knowledge and skills, and this was considered to be the most serious problem which hindered the achievement of the intended set objectives [4]. In general, teachers were not well prepared to teach thinking skills due to lack of understanding in the field of critical and creative thinking ([4] and [15]). Most of them were more inclined to emphasize on the teaching of lower order thinking skills, compared to higher-order thinking skills. According to [17], most teachers did not know how to apply thinking skills to students while some were not willing to do it. Some teachers were of the opinion that, students had to find out all the facts and concepts of a subject, before they could be encouraged to think [14]. These were some of the hindrances that prevented teachers from utilizing more promising teaching practices, such as, problem solving, decision making and inquiry skills to develop thinking skills among the students. Thinking Skills and Knowledges A variety of terms have been invented to describe various types of thinking, including thinking reflexively, critical thinking, creative thinking, deductive thinking, logical thinking, inductive thinking, analytical thinking and analogical thinking. The definition of thinking
2019 •
A person's reasoning can be seen through his or her way in solving a problem. A person's reasoning can be explored in systematic ways. This study aimed at exploring student reasoning at the stage of understanding the problem and looking back in terms of gender differences. The sample of this study were one male and one female students at Halu Oleo University Kendari, Indonesia. This research was a qualitative research. Student reasoning data were obtained using the main instruments namely the researcher and supporting instruments namely mathematics ability tests, problem solving tests, information form, and interview guidelines. Subject selection was based on a gender questionnaire analysis. The data obtained were analyzed qualitatively. The results showed that there were differences in the reasoning of male and female student teachers, in which at the stage of understanding the problem, the answers given by the male student was more detailed than those by the female one. Whereas in looking back stage, both male and female performed the steps in the same way both in terms of checking the problem solving and calculation steps.
Higher Education Studies
Pre-Service Class Teacher’ Ability in Solving Mathematical Problems and Skills in Solving Daily Problems2016 •
This study aims to investigate the ability of pre-service class teacher at University of Petrain solving mathematical problems using Polya’s Techniques, their level of problem solving skills in daily-life issues. The study also investigates the correlation between their ability to solve mathematical problems and their level of problem solving skills in daily-life issues. The study sample consisted of 65 female students majoring in class teacher. Data were collected using two questionnaires: the mathematical problem solving test which was developed by the researchers and daily life problem solving scale which was developed by (Hamdi, 1998). The findings indicate that students had high level skills in solving daily problems; there are no statistically significant differences in daily problem solving in relation to their academic year or high-school stream. Conversely, the findings also indicate weaknesses in students’ skills in solving mathematical problems, with no statistically sign...
2011 •
Archives of Otolaryngology–Head & Neck Surgery
Analysis of Cell-Cycle Checkpoint Pathways in Head and Neck Cancer Cell Lines2002 •
Archivos Argentinos De Pediatria
Aspectos clínicos y epidemiológicos de la invaginación intestinal en niños menores de 2 años, de la provincia de Mendoza, Argentina2006 •
Proceedings of the XML Finland 2003 conference. Kuopio, Finland
Publishing collections in the Finnish Museums on the Semantic Web portal–first results2003 •
Physical Review Letters
Fractional Magnetization Plateaus and Magnetic Order in the Shastry-Sutherland MagnetTmB42008 •
Molecular and Clinical Oncology
Follow-up study of liver metastasis from breast cancer treated by proton beam therapy2017 •
2015 IEEE Eindhoven PowerTech
A simulation tool for extended distribution grids with controlled distributed generation2015 •
International Journal of Computer Vision and Image Processing
Automatic Learning Improves Human-Robot Interaction in Productive Environments2017 •
Molecular Cancer Therapeutics
Rapamycin Induces Bad Phosphorylation in Association with Its Resistance to Human Lung Cancer Cells2011 •
Revista Eletrônica de Direito Processual
Mitigação Da Voluntariedade: Uma Análise Da Vedação De Intimação Judicial Para Práticas Restaurativas2021 •
The American journal of tropical medicine and hygiene
Successful Antiparasitic Treatment for Cysticercosis is Associated with a Fast and Marked Reduction of Circulating Antigen Levels in a Naturally Infected Pig Model2015 •
The Journal of Latin American and Caribbean Anthropology
Los márgenes del Estado al viento: autonomía y desarrollo de energías renovables en el sur de México2015 •
Drug Design, Development and Therapy
Transformation of Meloxicam Containing Nanosuspension into Surfactant-Free Solid Compositions to Increase the Product Stability and Drug Bioavailability for Rapid Analgesia2019 •
Maternal & child nutrition
Experiences and lessons learned for delivery of micronutrient powders interventions2017 •
2003 •
Revista Eletrônica Acervo Saúde
Aspectos relacionados ao prognóstico da reconstrução de lesões traumáticas do nervo mediano2018 •
Journal de physique. Colloque
Approximate Non-Empirical Tight-Binding Band Structure Calculations with Applications to Diamond and Silicon1972 •
Chantika Shabilla
KONSEP MANAJEMEN PENDIDIKAN GURU PENDIDIKAN ANAK2024 •
City, hinterland and environment: urban resiience during the first millennium transition. Edited by Simon Malmberg, Eivind Heldaas Seland and Christopher Prescott = Acta ad archaeologiam et artium historiam pertinentia 34.20d Open Access at https://journals.uio.no/acta/issue/view/858
Woolf 2022 Locating Resilience in Ancien2024 •