期刊名称：International Journal of Social Sciences and Education Research
电子版ISSN：2149-5939
出版年度：2017
卷号：3,1
页码：283-296
语种：
出版社：Mahmut Demir
摘要：Activity is one of the important components of constructivist approach and commonly referred in the elementary mathematics curriculum. In the literature, teachers’ and pre-service teachers’ views about activity were investigated and various definitions were suggested. It is important to define the concept of activity identified with the contemporary approaches of mathematics teaching, to determine its features, to clarify the roles of students and teachers and the effectiveness of in-class activities. In this study, it is aimed to examine the perceptions of pre-service primary and elementary mathematics teachers, before their in-service education, regarding the concept of activity as well as identifying the features should be included in an activity and roles of both students and teachers. The study group consists of 68 junior and senior pre-service teachers attending the primary education and elementary mathematics education programs of a private foundation university. The pre-service teachers were asked to fill the sentence "the first thing in my mind when the term of activity is considered is …" regarding mathematics teaching. It was seen that the responses of pre-service teachers vary considerably and gathered into three categories, namely as aim, qualification, and labelling. Further, it was investigated how pre-service teachers define the concept of activity with the questions to determine the components of activity and roles of students and teachers in an activity with an interview form. The responses of pre-service teachers were analysed by qualitative methods and the codes and the categories were presented in the tables.
