Investigation of Elementary Pre-service Teachers’ Arithmetical Operation Skills

In this research, it has been intended to describe pre-service elementary teachers' arithmetical operation skills by handling in learning environments. Case study method was accepted in the research. 80 pre-service elementary teachers studying at a state university in Turkey constituted the stu...

Full description

Saved in:
Bibliographic Details
Published inActa Didactica Napocensia Vol. 12; no. 1; pp. 75 - 88
Main Authors Dogan Temur, Ozlem, Turgut, Sedat
Format Journal Article
LanguageEnglish
Published Cluj-Napoca Babes Bolyai University, Didactics of Exact Sciences Chair 01.01.2019
Babes-Bolyai University
Subjects
Arithmetic
Case Studies
Educational Environment
Elementary Education
Elementary School Mathematics
Elementary School Teachers
Foreign Countries
Learning
Mathematics Achievement
Mathematics education
Mathematics Skills
Mathematics Teachers
Pedagogical Content Knowledge
Preservice Teacher Education
Preservice Teachers
Students
Teacher education
Teaching
Teaching Methods
Teaching Skills
Turkey
Online AccessGet full text

Cover

More Information
Summary:In this research, it has been intended to describe pre-service elementary teachers' arithmetical operation skills by handling in learning environments. Case study method was accepted in the research. 80 pre-service elementary teachers studying at a state university in Turkey constituted the study group. The data were obtained through asking four questions to pre-service teachers and collecting answers in written. When analyzing the data, the error types of pre-service teachers were determined, and the interviews were analyzed through content analysis. It has been pointed out that the pre-service teachers make frequent errors in arithmetical operation process as a conclusion of the research. These errors intensify in multiplication and division. As a matter of fact, it has been figured out that there were some pre-service teachers who did not make any operations in multiplication and division. In the interviews, the pre-service teachers grounded their errors upon elementary education. They stated that they made continuous errors as they did not have a good elementary education and they did simple errors depending on four operations in university entrance exam. Once again, two pre-service teachers who did not make any errors grounded this upon good elementary and middle school education.
ISSN:2065-1430
2065-1430
DOI:10.24193/adn.12.1.5