Author(s): Esra BUKOVA GÜZEL | Işıkhan UĞUREL
Journal: Ondokuz Mayıs University Journal of Education
ISSN 1300-302X
Volume: 29;
Issue: 1;
Start page: 69;
Date: 2010;
Original page
Keywords: achievement | modelling approach | relationship between achievement and modelling approach.
ABSTRACT
The purpose of this study is to examine the relationships between pre-service mathematics teachers’ achievements in calculus course and their mathematical modelling approaches. This case study has been conducted with twelve pre-service teachers from the Department of Secondary School Mathematics Education who have different academic achievement levels. While the study group has been formed, the mean of five written exams given in Calculus-I course has been taken into account. According to the mean of these exams, four participants have been equally chosen from groups which have higher, average and low achievement. Data have been collected through using mathematical modelling problems. While the problems have been analyzed, the mathematical modelling processes in literature have been taken into account, and a five-step scoring system has been developed by the researchers of the study. The results of study have shown that academic achievement of the pre-service teachers affected their mathematical modelling approaches to some extend. With this study, it has been aimed to provide contribution to the researches the purpose of which is to improve mathematical modelling approaches.
Journal: Ondokuz Mayıs University Journal of Education
ISSN 1300-302X
Volume: 29;
Issue: 1;
Start page: 69;
Date: 2010;
Original page
Keywords: achievement | modelling approach | relationship between achievement and modelling approach.
ABSTRACT
The purpose of this study is to examine the relationships between pre-service mathematics teachers’ achievements in calculus course and their mathematical modelling approaches. This case study has been conducted with twelve pre-service teachers from the Department of Secondary School Mathematics Education who have different academic achievement levels. While the study group has been formed, the mean of five written exams given in Calculus-I course has been taken into account. According to the mean of these exams, four participants have been equally chosen from groups which have higher, average and low achievement. Data have been collected through using mathematical modelling problems. While the problems have been analyzed, the mathematical modelling processes in literature have been taken into account, and a five-step scoring system has been developed by the researchers of the study. The results of study have shown that academic achievement of the pre-service teachers affected their mathematical modelling approaches to some extend. With this study, it has been aimed to provide contribution to the researches the purpose of which is to improve mathematical modelling approaches.
