Conception and development of inductive reasoning and mathematical induction in the context of written argumentations

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Doğan M. , Taşpınar Şener Z.

Acta Didactica Napocensia , vol.13, no.2, pp.65-79, 2020 (International Refereed University Journal)

  • Publication Type: Article / Article
  • Volume: 13 Issue: 2
  • Publication Date: 2020
  • Doi Number: 10.24193/adn.13.2.4
  • Title of Journal : Acta Didactica Napocensia
  • Page Numbers: pp.65-79


Abstract: The aim of this study is to determine the teaching activities of pre-service teachers in the course of mathematics teaching methods. All of the pre-service teachers have selected an attainment content from the primary (1-4) mathematics education curriculum at the beginning of the semester in the scope of mathematics teaching methods course. Data collection tools include prepared lesson plans and presentation notes by the students, as well as field notes of the researchers in addition to an observation form. According to the results obtained with descriptive statistics and content analysis, while the pre-service teachers were successfully performed in timing and taking into account of curriculum requirements, they were not adequately performed in problem posing and problem solving and also using alternative and appropriate evaluation methods. Key words: Primary Teacher Education, Mathematics Education, Micro-teaching, Preservice teacher