International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210

Original article | International Journal of Progressive Education 2023, Vol. 19(3) 134-148

The Use of Error Based Activities to Improve the Mathematization Competency

Solmaz Damla Gedik Altun & Zekiye Morkoyunlu

pp. 134 - 148   |  DOI: https://doi.org/10.29329/ijpe.2023.546.8   |  Manu. Number: MANU-2301-12-0005

Published online: June 01, 2023  |   Number of Views: 91  |  Number of Download: 177


Abstract

The purpose of the study is to investigate how the error based activities improve the mathematization competency of preservice mathematics teachers. The study was designed as a case study which is one of the qualitative study design. The sample consists of 38 third grade elementary mathematics teacher candidates studying in a university in Turkey. The study group consisted of 20 pre-service teachers; the comparison group consisted of 18 pre-service teachers. Data were collected through PISA questions consisting of 11 questions total. Data were analysed through descriptive analysis. The findings of the study indicates that the study group performed better than the comparison group on getting the full score for most of the questions. Both of the groups performed mostly on getting full and zero scores and rarely getting partial scores. The study group performed mostly at level 3 when the comparison group performed mostly at level 2 and level 1.

Keywords: Error Based Activities, Mathematization, Mathematical Literacy, Preservice Mathematics Teachers


How to Cite this Article?

APA 6th edition
Altun, S.D.G. & Morkoyunlu, Z. (2023). The Use of Error Based Activities to Improve the Mathematization Competency . International Journal of Progressive Education, 19(3), 134-148. doi: 10.29329/ijpe.2023.546.8

Harvard
Altun, S. and Morkoyunlu, Z. (2023). The Use of Error Based Activities to Improve the Mathematization Competency . International Journal of Progressive Education, 19(3), pp. 134-148.

Chicago 16th edition
Altun, Solmaz Damla Gedik and Zekiye Morkoyunlu (2023). "The Use of Error Based Activities to Improve the Mathematization Competency ". International Journal of Progressive Education 19 (3):134-148. doi:10.29329/ijpe.2023.546.8.

References
  1. Afifah, A., Khoiri, M., & Qomaria, N. (2019). Mathematics Preservice Teachers’ Views  on Mathematical Literacy. International Journal of Trends in Mathematics Education Research, 1(3). [Google Scholar]
  2. Aksu, Z., Özkaya, M., Damla Gedik, S., & Cihan Konyalıoğlu, A. (2016). Mathematics  self-efficacy and mistake-handling learning as predictors of mathematics anxiety. Journal of Education and Training Studies, 4(8), 65-71. [Google Scholar]
  3. Bilgili, S., Özkaya, M., Çiltaş, A., &Konyalıoğlu, A. C. (2020). Ortaokul Matematik Öğretmenlerinin Modellemeye İlişkin Hata Yaklaşımlarının İncelenmesi. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 8(3), 871-882.  [Google Scholar]
  4. Breen, S., Cleary, J., & O'Shea, A. (2009). An investigation of the mathematical literacy  of first year third-level students in the Republic of Ireland. International Journal of Mathematical Education in Science and Technology, 40(2), 229-246. [Google Scholar]
  5. Borasi, R. (1987). Exploring mathematics through the analysis of errors. For the learning  of Mathematics, 7(3), 2-8. [Google Scholar]
  6. Canbazoğlu,H. B., & Tarım, K.(2020).An activity-based practice for improving mathematical literacy and awareness of elementary school teacher candidates. Pegem Eğitim ve Öğretim Dergisi, 10(4), 1183-1218. http://dx.doi.org/10.14527/pegegog.2020.036   [Google Scholar]
  7. Çilingir, E., & Artut, P. D. (2017). İlkokulda gerçekçi matematik eğitimi ile gerçekleştirilen öğretimin öğrencilerin başarısına, görsel matematik okuryazarlığına ve problem çözme tutumlarına etkisi. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 46(46), 1-19. [Google Scholar]
  8. Fauzana, R., Dahlan, J. A., & Jupri, A. (2020, April). The influence of realistic mathematics education (RME) approach in enhancing students’ mathematical literacy skills. In Journal of Physics: Conference Series 1521 (3), IOP Publishing. [Google Scholar]
  9. Freudenthal, H. (1991). Revisiting mathematics education. China lectures. Dordrecht: Kluwer Academic Publishers.  [Google Scholar]
  10. Gartmeier, M., Bauer, J., Gruber, H., & Heid, H. (2008). Negative knowledge: Understanding professional learning and expertise. Vocations and Learning, 1(2), 87-103. [Google Scholar]
  11. Gedik, S. D., & Konyalıoğlu, A. C. (2019). The influence of mistake-handling activities on mathematics education: An example of definitions. European Journal of Educational Research, 8(2), 467-476. [Google Scholar]
  12. Gravemeijer, K. (2020). A Socio-Constructivist Elaboration of Realistic Mathematics Education. In National Reflections on the Netherlands Didactics of Mathematics (pp. 217-233). Springer, Cham. [Google Scholar]
  13. Gravemeijer, K., & Terwel, J. (2000). Hans Freudenthal: a mathematician on didactics and curriculum theory. Journal of curriculum studies, 32(6), 777-796. [Google Scholar]
  14. Güneş, G., & Gökçek, T. (2013). Öğretmen adaylarinin matematik okuryazarlik düzeylerinin belirlenmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (20), 70-79. [Google Scholar]
  15. Heinze, A., & Reiss, K. (2007). Mıstake-Handlıng Actıvıtıes in the Mathematıcs Classroom: Effects of an In-Servıce Teacher Traınıng on Students’ Performance in Geometry. Proceedings of the 31st Conference of the International Group for the Psycohology of Mathematics Education, Korea, July 8-13, 2007. [Google Scholar]
  16. Heinze, A. (2005). Mistake-Handling Activities in the Mathematics Classroom. International Group for the Psychology of Mathematics Education, 3, 105-112.Elmo [Google Scholar]
  17. Hobden, S. D. (2007). Towards successful mathematical literacy learning-a study of preservice teacher education module (Doctoral dissertation). [Google Scholar]
  18. Isoda, M. (2018). Mathematization: A theory for mathematics curriculum design. In Proceedings of the international workshop on mathematics education for non-mathematics students developing advanced mathematical literacy (pp. 27-34). [Google Scholar]
  19. Jablonka, E. (2003). Mathematical literacy. In Second International Handbook of Mathematics Education (pp. 75-102). Springer, Dordrecht. [Google Scholar]
  20. Kabael, T., Kızıltoprak, F., Deniz, Ö., Ata Baran, A., Ev Çimen, E., & Güler, H. K. (2018). Matematik Okuryazarlığı ve PISA. (Eds.T. Kabael). Ankara: Anı Yayıncılıke2 [Google Scholar]
  21. Kabael, T., & Tarak, B. (2016).  Ortaokul Matematik Öğretmeni Adaylarının Matematik Okuryazarlık Becerilerinin PISA Soruları Üzerinden İncelenmesi. Turkish Journal of Computer and Mathematics Education, (7)2, 321-349. [Google Scholar]
  22. Leung, A., & Hung, S. (2018). Mathematizing Basic Addition. In Forging Connections in Early Mathematics Teaching and Learning (pp. 139-154). Springer, Singapore. Lestariningsih, L., Amin, S. M., Lukito, [Google Scholar]
  23. A., & Lutfianto, M. (2018). Exploring mathematization underpinnings of prospective mathematics teachers in solving mathematics problems. Beta: Jurnal Tadris Matematika, 11(2), 167-176. [Google Scholar]
  24. Luna-Lucero, M. & Elmore, K. (2017). Mistake Detection Videos to Improve Students’ Motivation in Math. International Journal of Designs for Learning, 8(2). [Google Scholar]
  25. Mariani, S., & Hendikawati, P. (2017, March). Mathematizing process of junior high school students to improve mathematics literacy refers PISA on RCP learning. In Journal of physics: Conference series (Vol. 824, No. 1, p. 012049). IOP Publishing. [Google Scholar]
  26. Martignoni, D. (2015). The Curse of Knowledge-When Positive Knowledge Turns Negative. In Academy of Management Proceedings (Vol. 2015, No. 1, p. 12192). Briarcliff Manor, NY 10510: Academy of Management. [Google Scholar]
  27. OECD (2019), PISA 2018 Assessment and Analytical Framework, PISA, OECD Publishing, Paris, https://doi.org/10.1787/b25efab8-en. [Google Scholar] [Crossref] 
  28. Özkaya, M., & Konyalıoğlu, A. C. (2019). Ortaokul Matematik Öğretmenlerinin Konu Alan Bilgilerinin Gelişiminde Hata Temelli Aktiviteler: Kesirlerle Toplama İşlemi. Bayburt Eğitim Fakültesi Dergisi. 14(27), 23-52.  [Google Scholar]
  29. Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and monitoring activities. Cognition and Instruction, 1(2), 117–175 [Google Scholar]
  30. Parviainen, J., & Eriksson, M. (2006). Negative knowledge, expertise and organisations. International Journal of Management Concepts and Philosophy, 2(2), 140-153. [Google Scholar]
  31. PISA 2021 Mathematics Framework (Draft). https://pisa2021-maths.oecd.org/ PISA 2018 Assessment and Analytical Framework. https://www.oecd   ilibrary.org/education/pisa-2018-assessment-and-analytical framework_13c8a22c-en  [Google Scholar]
  32. Purwanti, K. L., & Waluya, B. (2019, October). Mathematical literacy ability with RME (realistic mathematics education) approach in fifth grade students. In Journal of Physics: Conference Series 1321(2), IOP Publishing. [Google Scholar]
  33. Santagata, R. (2005). Practices and beliefs in mistake-handling activities: A video study of Italian and US mathematics lessons. Teaching and Teacher Education, 21(5), 491-508. [Google Scholar]
  34. Steen L.A., Turner R., & Burkhardt H. (2007) Developing Mathematical Literacy. In:  [Google Scholar]
  35. Blum W., Galbraith P.L., Henn H.W., & Niss M. (Eds), Modelling and Applications in Mathematics Education. New ICMI Study Series, vol 10. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-29822-1_30 [Google Scholar] [Crossref] 
  36. Sumirattana, S., Makanong, A., & Thipkong, S. (2017). Using realistic mathematics education and the DAPIC problem-solving process to enhance secondary school students' mathematical literacy. Kasetsart Journal of Social Sciences, 38(3), 307-315. [Google Scholar]
  37. Tarım, K., Özsezer, M. S., & Canbazoğlu, H. B. (2017). An investigation of pre-service primary school teachers’ mathematical literacy levels and perceptions of mathematics. Current Trends in Educational Sciences, 99-113. [Google Scholar]
  38. Tekin, B., & Tekin, S. (2004). Matematik öğretmen adaylarının matematiksel okuryazarlık düzeyleri üzerine bir araştırma. MATDER http://www.matder.org.tr/Default.asp?id=85  [Google Scholar]
  39. Turner, R., Blum, W., & Niss, M. (2015). Using competencies to explain mathematical item demand: A work in progress. In Assessing mathematical literacy (pp. 85-115). Springer, Cham. [Google Scholar]
  40. Turner, R. (2010). Exploring mathematical competencies. Research Developments, 24(24), 5. [Google Scholar]
  41. Yilmaz, S., & Dede, A. T. (2016). Mathematization competencies of pre-service elementary mathematics teachers in the mathematical modelling process. International Journal of Education in Mathematics, Science and Technology, 4(4), 284-298. [Google Scholar]