THE CONNECTION OF MATHEMATICS WITH REAL-LIFE SITUATIONS: PRESERVICE ELEMENTARY MATHEMATICS TEACHERS' PERCEPTIONS OF CREATING AND EVALUATING STORY PROBLEMS

Abstract

This study aimed to determine the perceptions of preservice elementary mathematics teachers about creating and evaluating real-life connections in story problems. The study was conducted according to the case design. The study group consists of 35 preservice teachers taking Mathematical Connection Teaching course. Study instruction was used as a data collection tool. While analyzing the data, content analysis and the codes of similar studies were used. According to the findings, real-life problem preferences of the teacher candidates are generally about numbers and operations learning domain at the seventh-grade level. Preservice teachers' aim while creating story problems is to show students how to use them in real-life and to create awareness. The preservice teachers mostly paid attention to the suitability of the student and grade level while creating problems. While preservice teachers' real-life associations were predominantly in the form of examining accurate data, only one study met the evaluation criteria. Most preservice teachers thought that the story problems could be associated with real-life situations. Consequently, it was determined that the preservice teachers found the reflection of real-life situations in the story problems useful for students, and the mathematics subjects can be associated with real-life situations.

Keywords: Evaluation perception, preservice teacher, real-life connection, story problem.

REFERENCES

Akar, Z. Y. (2020). Seventh-grade students' mathematical connection skills in ratio and proportion. International Journal of Educational Studies in Mathematics, 27(4), 271-288.

Akkuş, O. (2008). Preservice elementary mathematics teachers’ level of relating mathematical concepts in daily life contexts. Hacettepe University Journal of Education, 35, 1-12.

Altay, M. K., Yalvaç, B., & Yeltekin, E. (2017). 8^th-grade student’s skill of connecting mathematics to real-life. Journal of Education and Training Studies, 5(10), 158-166. https://doi.org/10.11114/jets.v5i10.2614

Arthur, Y. D., Owusu, E. K., Asiedu-Addo, S., & Arhin, A. K. (2018). Connecting mathematics to real-life problems: A teaching quality that improves students’ mathematics interest. IOSR Journal of Research & Method in Education, 8(4), 65-71. http://dx.doi.org/10.9790/7388-0804026571

Arthur, Y. D., Asiedu-Addo, S., & Assuah, C. (2017). Connecting mathematics to real-life problem using instructor quality and availability, mathematics facility and teacher motivation for prediction. International Journal of Scientific Research in Education, 10(3), 311-324.

Baki, A., Çatlıoğlu, H., Coştu, S., & Birgin, O. (2009). Conceptions of high school students about mathematical connections to the real-life. Procedia Social and Behavioral Sciences, 1(1), 1402-1407. http://dx.doi.org/10.1016/j.sbspro.2009.01.247

Bingölbali, E., & Coşkun, M. (2016). A proposed conceptual framework for enhancing the use of making connections skill in mathematics teaching. Education and Science, 183, 233-249. http://dx.doi.org/10.15390/EB.2016.4764

Bukova Güzel, E., Tekin Dede, A., Hıdıroğlu, Ç. N., Kula Ünver, S., & Özaltun Çelik, A. (2018). Matematiksel modellemeye giriş [Introduction to mathematical modeling]. In E. Bukova Güzel (Ed.), Matematik eğitiminde matematiksel modelleme [Mathematical modeling in mathematics education] (pp. 1-16). Anı Publishing.

Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2016). Bilimsel araştırma yöntemleri [Scientific research methods] (25th ed.). Pegem Academy Publishing.

Chapman, O. (2012). Challenges in mathematics teacher education. Journal of Mathematics Teachers Education, 15(4), 263-270. https://doi.org/10.1007/s10857-012-9223-2

Cresswell, J. W. (2018). Nitel araştırma yöntemleri. Beş yaklaşıma göre nitel araştırma ve araştırma deseni [Qualitative research methods. Qualitative research and research design according to five approaches]. (M. Bütün & S. B. Demir, Trans.) (4th ed.). Siyasal Bookstore.

Coşkun, M. (2013). Matematik derslerinde ilişkilendirmeye ne ölçüde yer verilmektedir? Sınıf için uygulamalardan örnekler [To what extent making connections are given place in mathematics classes? Examples from real classroom practices] (Unpublished master’s thesis). Gaziantep University.

Coxford, A. F. (1995). The case for connections. In P. A. House, & A. F. Coxford (Eds.), Connecting mathematics across the curriculum, (pp. 3-12). National Council of Teachers of Mathematics.

Çavuş Erdem, Z., Doğan, M. F., & Gürbüz, R. (2021). Ortaokul öğrencilerinin disiplinler arası matematiksel modelleme becerilerinin incelenmesi [Investigation of middle school students' interdisciplinary mathematical modeling skills]. Cumhuriyet International Journal of Education, 10(4), 1763-1788. http://dx.doi.org/10.30703/cije.927243

De Bock, D., Verschaffel, L., Janssens, D., Van Dooren, W., & Claes, K. (2003). Do realistic contexts and graphical representations always have a beneficial impact on students’ performance? Negative evidence from a study on modelling non-linear geometry problems. Learning & Instruction, 13(4), 441-463.

Didiş Kabar, M. G. (2018). Investigating mathematics teacher candidates’ perceptions and views about connections between mathematics and the real world. Inonu University Journal of the Faculty of Education, 19(3), 266-283. https://doi.org/10.17679. inuefd.341702

Doruk, B. K., & Umay, A. (2011). Matematiği günlük yaşama transfer etmede matematiksel modellemenin etkisi [The effect of mathematical modeling on transferring mathematics into daily life]. Hacettepe University Journal of Education, 41, 124-135.

Ece, T. (2021). Matematik eğitiminde ilişkilendirme becerisi: Sistematik derleme çalışması [Connections skills in mathematics education: A systematic review study] (Unpublished master’s thesis). Necmettin Erbakan University.

Eli, J. A. (2009). An exploratory mixed methods study of prospective middle grades teachers’ mathematical connections while completing investigative tasks in geometry (Unpublished doctoral dissertation). University of Kentucky.

English, L. D., & Watters, J. J. (2004). Mathematical modeling in the early school years. Mathematics Education Research Journal, 16(3), 59-80. https://doi.org/10.1007/BF03217401

Eurydice (2012). The European higher education area in 2012: Bologna process implementation report. Brussels: EACEA P9 Eurydice. 9 May 2022 retrieved from http://eacea.ec.europa.eu/education/eurydice

Freudenthal, H. (1991). Revisiting mathematics education: China lectures. Kluwer Academic Publishing.

García-García, J., & Dolores-Flores, D. (2021). Exploring pre-university students’ mathematical connections when solving Calculus application problems. International Journal of Mathematical Education in Science and Technology, 52(6), 912-936. https://doi.org/10.1080/0020739X.2020.1729429

Gainsburg, J. (2008). Real-world connections in secondary mathematics teaching. Journal of Mathematics Teacher Education, 11(3), 199-219. https://doi.org/10.1007/s10857-007-9070-8

Hiebert, J., & Carpenter, T. P. (1992). Learning and teaching with understanding. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 65-97). Mcmillan Publishing.

Karakoç, G., & Alacacı, C. (2015). Real world connections in high school mathematics curriculum and teaching. Turkish Journal of Computer and Mathematics Education, 6(1), 31-46. https://doi.org/10.16949/turcomat.76099

Kösece, P. (2020). Gerçekçi matematik eğitimi yoluyla matematiği gerçek yaşamla ilişkilendirme ve tahmin becerisini geliştirmeye yönelik bir eylem araştırması [An action research upon associating mathematics with real-life through realistic mathematics education and developing the skill of prediction] (Unpublished doctoral dissertation). Çukurova University.

Lee, J. E. (2012). Prospective elementary teachers’ perceptions of real-life connections reflected in posing and evaluating story problems. Journal of Mathematics Teacher Education, 15(6), 429-452. https://doi.org/10.1007/s10857-012-9220-5

Ma, L. (1999). Knowing and teaching elementary mathematics: Teacher's understanding of fundamental mathematics in China and the United States. Lawrence Erlbaum Associates.

Marshall, S. P. (Ed.). (1995). Schemas in problem solving. Cambridge University Press.

Ministry of National Education (MoNE) (2019). PISA 2018 Türkiye ön raporu [PISA 2018 Turkey preliminary report]. Ankara. 9 June 2022 retrieved from http://pisa.meb.gov.tr/www/raporlar/icerik/5

Ministry of National Education (MoNE) (2018). Matematik dersi öğretim programı (ilkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar) [Mathematics curriculum (primary and middle school 3rd, 4th, 5th, 6th, 7th and 8th grades)]. Board of Education and Discipline.

Mosvold, R. (2008). Real-life connections in Japan and the Netherlands: National teaching patterns and cultural beliefs. International Journal for Mathematics Teaching and Learning. Plymouth University, UK: Centre for Innovation in Mathematics Teaching 9 June 2022 retrieved from http://www.cimt.org.uk/journal/mosvold.pdf

Mutlu, Y., & Akgün, L. (2016). 1998-2013 SBS-OKS sınav sorularının matematik okuryazarlığı ekseninde içerik ve bağlam yönünden değerlendirilmesi [Assessment of 1999-2013 SBS-OKS exam questions in the axis of mathematics literacy in terms of content and context]. Turkish Studies, 11(3), 1769-1780. http://dx.doi.org/10.7827/TurkishStudies

National Council of Teachers of Mathematics (NCTM) (2014). Principles to actions: Ensuring mathematical success for all. NCTM.

National Council of Teachers of Mathematics (NCTM) (2000). Principles and standards for school mathematics. NCTM.

National Research Council (NRC) (2011). Assessing 21st century skills: Summary of a workshop: National Academies Press. 3 June 2022 retrieved from https://pubmed.ncbi.nlm.nih.gov/22379654/

Organization for Economic Co-operation and Development (OECD) (2019). PISA 2018 results (Volume II), where all students can succeed. OECD Publishing. https://doi.org/10.1787/b5fd1b8f-en

Özgeldi, M., & Osmanoğlu, A. (2017). Connecting mathematics to real-life: An investigation on how prospective secondary mathematics teachers build real-life connections. Turkish Journal of Computer and Mathematics Education, 8(3), 438-458. https://doi.org/10.16949/turkbilmat.298081

Özgen, K. (2013a). Mathematical connection skill in the context of problem solving: The case of pre-service teachers. E-Journal of New World Sciences Academy, 8(3), 323-345. http://dx.doi.org/10.12739/NWSA.2013.8.3.1C0590

Özgen, K. (2013b). Self-efficacy beliefs in mathematical literacy and connections between mathematics and real world: The case of high school students. Journal of International Education Research, 9(4), 305-316.

Özmen, H. (2003). Chemistry student teachers’ levels of linking their knowledge with daily life about acid and base concepts. Kastamonu Education Journal, 11(2), 317-324.

Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2017). Improving mathematics teaching in kindergarten with realistic mathematical education. Early Childhood Education Journal, 45, 369-378. https://doi.org/10.1007/s10643-015-0768-4

Romberg, T. A., & Kaput, J. J. (1999). Mathematics worth teaching, mathematics worth understanding. In E. Fennema & T. A. Romberg (Eds.), Mathematics classrooms that promote understanding (pp. 3-17). Lawrence Erlbaum.

Skemp, R. R. (1976). Relational understanding and instrumental understanding. Mathematics Teaching, 77(1), 20-26.

Umay, A. (2007). The new face of our old friend school mathematics. Aydan Web Foundations.

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2013). İlkokul ve ortaokul matematiği: Gelişimsel yaklaşımla öğretim [Elementary and middle school mathematics: Teaching developmentally], (S. Durmuş, Trans. Ed.). Nobel Academic Publishing.

Winn, W. (1993). Instructional design and situated learning: Paradox or Partnership? Educational Technology, 33(3), 16-21.

Yıldırım, A., & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences] (11th ed.). Seçkin Publishing.

Yiğit Koyunkaya, M., Uğurel, I., & Tataroğlu Taşdan, B. (2018). Reflection of preservice teachers’ thoughts about connecting mathematics and real-life situations on their mathematics learning activities. Journal of Uludağ University Faculty of Education, 31(1), 117-2016. https://doi.org/10.19171/uefad.450083