Preservice Teachers' Problem Posing Skills for Algebraic Concepts

Ömer Şahin, Yasin Soylu

Abstract


The purpose of this study is to determine preservice middle school teachers’ problem posing skills for algebra concepts. Explanatory-confirmatory research design, one of the mixed methods research designs, was used in this study to investigate problem posing skills of prospective teachers regarding algebra concepts. Cross-sectional study method, as a type of descriptive research and one of the non-experimental research designs, was used to collect quantitative data in the study. In the qualitative part of the study, case study was used. The participants of the study were composed of 176 prospective teachers studying in the elementary mathematics education department of a university in Turkey, who were first, second, third, and fourth year students with equal numbers. Interview, observation and knowledge test were used as the instruments for the purpose of study. As a result of the study, it was observed that many preservice teachers posed appropriate problems for the given statements while they mainly preferred to pose number problems. It can also be said that preservice teachers are generally successful in posing a problem in accordance with the given algebraic expressions and equations. However, it was observed that first and second-grade preservice teachers had difficulty in posing an appropriate problem for the algebraic expression. In addition to these, it is observed that the successes of preservice teachers vary in direct proportion to the grade level.

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