Arşiv ve Dokümantasyon Merkezi
Dijital Arşivi

Investigation of prospective mathematics teachers' mathematical modeling processes

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dc.contributor Graduate Program in Secondary School Science and Mathematics Education.
dc.contributor.advisor İmamoğlu, Yeşim.
dc.contributor.author Toy, Sultan.
dc.date.accessioned 2023-03-16T11:30:46Z
dc.date.available 2023-03-16T11:30:46Z
dc.date.issued 2019.
dc.identifier.other SCED 2019 T78
dc.identifier.uri http://digitalarchive.boun.edu.tr/handle/123456789/15584
dc.description.abstract In this study, prospective mathematics teachers’ mathematical modeling pro cesses while they engaged in modeling activities were investigated. The change in their opinions about mathematical model and modeling after they experienced the modeling process was also examined. For that purpose, two modeling activities were implemented to understand how prospective mathematics teachers experience modeling processes, and a pre- and post-questionnaire were applied to find out the change in their opinions. This study was conducted as a phenomenological qualitative study with prospective mathematics teachers. The results showed that some of prospective teachers changed their opinions about mathematical model and modeling after the implementations of the modeling activities. Most of them explained mathematical models by relating real life and as a visualizing/teaching method whereas they usually explained it by giving examples before the implementations of the modeling activities. Besides, prospective teachers usually explained mathematical modeling by relating real-life while they ex plained it as a method to visualize/make abstract things more concrete before they engaged in the modeling activities. On the other hand, it was observed that most of the modeling cycle elements were observed throughout the study although most of PTs did not have any experience of modeling activity before this study. All of the groups experienced basically three elements of modeling cycle: formulating a model, computing a solution of the model, and reporting the solution. In addition, some of them experienced also the interpreting the solution, validating the conclusions, and formulating a new or modified model elements of the modeling cycle.
dc.format.extent 30 cm.
dc.publisher Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2019.
dc.subject.lcsh Mathematics teachers -- Training of.
dc.title Investigation of prospective mathematics teachers' mathematical modeling processes
dc.format.pages xii, 91 leaves ;


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