What Do Pre-Service Mathematics Teachers Think about ContextBased Learning? A Qualitative Study

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dc.contributor.authorObay, Mustafa
dc.contributor.authorÇelik, Halil Coşkun
dc.date.accessioned2024-12-24T19:16:16Z
dc.date.available2024-12-24T19:16:16Z
dc.date.issued2019
dc.departmentSiirt Üniversitesi
dc.description.abstractThe aim of this study was to examine the pre-service mathematicsteachers’ views on context-based learning and contextual problems.The study was designed with a phenomenology model which is one ofthe qualitative research methods. The study was carried out with 12prospective teachers who were studying in mathematics and scienceeducation department of education faculty of a state university. Withinthe scope of the project, semi-structured interview form was used to getthe views of the pre-service mathematics teachers about theirexperiences based on context-based learning activities. Content analysiswas used in the analysis of the data obtained from the interview form.According to the results of the study, it was seen that pre-servicemathematics teachers exhibited both cognitive and affective positiveapproaches to context-based learning. However, it was seen that thepre-service mathematics teachers experience of teaching wereinsufficient in identifying deficiencies for context-based learning.
dc.identifier.doi10.18009/jcer.574528
dc.identifier.endpage313
dc.identifier.issn2148-2896
dc.identifier.issue14
dc.identifier.startpage284
dc.identifier.trdizinid394130
dc.identifier.urihttps://doi.org/10.18009/jcer.574528
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/394130
dc.identifier.urihttps://hdl.handle.net/20.500.12604/4323
dc.identifier.volume7
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.relation.ispartofJournal of Computer and Education Research
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241222
dc.subjectEğitim
dc.subjectEğitim Araştırmaları,Matematik
dc.titleWhat Do Pre-Service Mathematics Teachers Think about ContextBased Learning? A Qualitative Study
dc.typeArticle

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