{"title":"职前数学教师对现实数学问题特征的个人意义宣示","authors":"Serife Sevinc","doi":"10.1007/s13394-024-00497-x","DOIUrl":null,"url":null,"abstract":"<p>This study aimed to elicit middle school pre-service mathematics teachers’ personal meanings of realistic mathematics problems. The study presents a portion of a larger design-based study involving teacher training sessions encompassing small-group discussions, writing realistic mathematics problems, and whole-group discussions. The audio records of the pre-service teachers’ discussions and their written artifacts were analyzed in three coding cycles. The findings indicated that the pre-service teachers’ personal meanings of realistic mathematics problems comprised both in-school situations that students themselves could experience and real-life situations that mostly required occupational decisions such as optimization in engineering. Besides, pre-service teachers considered that realistic situations often involve multiple information and could be solved by multiple solution methods that might lead to multiple acceptable answers. This study highlighted the informative role of articulating pre-service mathematics teachers’ personal meanings of realistic mathematics problems in designing teacher education courses and further discussed such implications for mathematics teacher education.</p>","PeriodicalId":46887,"journal":{"name":"Mathematics Education Research Journal","volume":null,"pages":null},"PeriodicalIF":1.4000,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Pre-service mathematics teachers’ personal meanings proclaiming about the characteristics of realistic mathematics problems\",\"authors\":\"Serife Sevinc\",\"doi\":\"10.1007/s13394-024-00497-x\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>This study aimed to elicit middle school pre-service mathematics teachers’ personal meanings of realistic mathematics problems. The study presents a portion of a larger design-based study involving teacher training sessions encompassing small-group discussions, writing realistic mathematics problems, and whole-group discussions. The audio records of the pre-service teachers’ discussions and their written artifacts were analyzed in three coding cycles. The findings indicated that the pre-service teachers’ personal meanings of realistic mathematics problems comprised both in-school situations that students themselves could experience and real-life situations that mostly required occupational decisions such as optimization in engineering. Besides, pre-service teachers considered that realistic situations often involve multiple information and could be solved by multiple solution methods that might lead to multiple acceptable answers. This study highlighted the informative role of articulating pre-service mathematics teachers’ personal meanings of realistic mathematics problems in designing teacher education courses and further discussed such implications for mathematics teacher education.</p>\",\"PeriodicalId\":46887,\"journal\":{\"name\":\"Mathematics Education Research Journal\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2024-08-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Mathematics Education Research Journal\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1007/s13394-024-00497-x\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Mathematics Education Research Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s13394-024-00497-x","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
Pre-service mathematics teachers’ personal meanings proclaiming about the characteristics of realistic mathematics problems
This study aimed to elicit middle school pre-service mathematics teachers’ personal meanings of realistic mathematics problems. The study presents a portion of a larger design-based study involving teacher training sessions encompassing small-group discussions, writing realistic mathematics problems, and whole-group discussions. The audio records of the pre-service teachers’ discussions and their written artifacts were analyzed in three coding cycles. The findings indicated that the pre-service teachers’ personal meanings of realistic mathematics problems comprised both in-school situations that students themselves could experience and real-life situations that mostly required occupational decisions such as optimization in engineering. Besides, pre-service teachers considered that realistic situations often involve multiple information and could be solved by multiple solution methods that might lead to multiple acceptable answers. This study highlighted the informative role of articulating pre-service mathematics teachers’ personal meanings of realistic mathematics problems in designing teacher education courses and further discussed such implications for mathematics teacher education.
期刊介绍:
The Mathematics Education Research Journal seeks to promote high quality research that is of interest to the international community. The Mathematics Education Research Journal seeks to present research that promotes new knowledge, ideas, methodologies and epistemologies in the field of mathematics education. The Mathematics Education Research Journal actively seeks to promote research from the Australasian region either as research conducted in the region; conducted by researchers from the region and/or draws on research from the region. The Mathematics Education Research Journal accepts papers from authors from all regions internationally but authors must draw on the extensive research that has been produced in the Australasian region. The Mathematics Education Research Journal normally does not encourage publication of teacher education programs or courses. These are more suited for theother MERGA journal, Mathematics Teacher Education and Development.