Selecting and Sequencing Students' Solutions in Orchestrating Mathematical Discussions: Subtraction of Fractions
Yükleniyor...
Dosyalar
Tarih
2020
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
ANI PUBLISHING
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
This study examined the decisions of the pre-service mathematics teachers about the students' solution methods related to subtraction of fractions while conducting mathematics discussions in terms of selecting and sequencing within the framework of 5 application models. Additionally, the pre-service mathematics teachers' reasons for their selection and sequencing were investigated. The participants of this study, designed as a single embedded case design model, were 30 pre-service middle school mathematics teachers. Data was collected through Selecting and Sequencing Question Set involving different student solutions and semi-structured interviews, and analyzed using content and frequency analysis method. Findings showed that most of the pre-service teachers have chosen right solution methods to discuss in the classroom and the majority of them ignore wrong solution methods. It has been concluded that pre-service teachers' reasoning for selecting and sequencing depend on pedagogical reasons and make their selection and sequencing without establishing any relationship among student solutions.
Açıklama
Anahtar Kelimeler
Mathematical discussions, selecting, sequencing, 5 practices, subtraction of fractions
Kaynak
JOURNAL OF QUALITATIVE RESEARCH IN EDUCATION-EGITIMDE NITEL ARASTIRMALAR DERGISI
WoS Q Değeri
N/A
Scopus Q Değeri
Cilt
8
Sayı
4
Künye
T. S., R. (2020). Selecting and Sequencing Students’ Solutions in Orchestrating Mathematical Discussions: Subtraction of Fractions. Journal of Qualitative Research in Education, 8(4), 1271-1297.
