INVESTIGATION OF KNOWLEDGE OF MATHEMATICS TEACHERS ABOUT PROBABILITY PROBLEMS

Authors

  • Zübeyde Er Teacher, Adana, Turkey
  • Perihan Dinç Artut Prof. Çukurova University, Education Faculty, Adana, Turkey

DOI:

https://doi.org/10.46827/ejes.v8i3.3645

Keywords:

probability, permutation, combination, mathematics teachers

Abstract

The probability subject and problems about this subject can cause some difficulties for teachers as well as for students. In this context, this study aims to investigate the knowledge and opinions of mathematics teachers about the subject of probability. This research was designed as a case study, which is one of the qualitative research designs. The sample of the study consisted of a total of 28 mathematics teachers, 18 of whom were females and 10 of whom were males, working in state schools in a southern city of Turkey. In addition, interviews were also conducted with a total of 8 mathematics teachers, 6 females and 2 males, among the teachers who participated in the study in order to investigate their general opinions about the subject of probability. In order to collect data, the probability problems test was used to determine the knowledge of mathematics teachers about probability problems, and a semi-structured interview form was used to investigate their general opinions on probability. The results of the research showed that the teachers’ rate of determining the type of probability problems correctly was 80.6 %. It was also seen that the 37.75% of the mathematics teachers used formulas, 29.6% of them used procedural methods and 31.60% of them used graphical methods in the calculations to solve probability problems.

Article visualizations:

Hit counter

Author Biographies

  • Zübeyde Er, Teacher, Adana, Turkey
    Zübeyde Er was born in 1986 in Adana, Turkey. She received her master degree in from Çukurova University in 2014. Currently, she receives her Ph.D. degree in the Institute of Educational Science at Ankara University. At the same time, she works as a math teacher at the science arts center.
  • Perihan Dinç Artut, Prof. Çukurova University, Education Faculty, Adana, Turkey
    Perihan Dinc Artut is Professor at the Education Faculty, Cukurova University. Her current research focuses on mathematics education in teacher education, teaching mathematics in elementary school, cooperative learning and problem-solving.

References

Arı, E., Topçu, B. (2010). İlköğretim 6-7 ve 8. Sınıflarda Matematik dersinin istatistik ve olasılık konusunun öğreniminde yaşanan problemler ve çözüm önerileri. Yüksek Linsans Tezi, Afyon Kocatepe Üniversitesi, Afyon.

Ata, A. (2014). Öğretmen adaylarının olasılık konusuna ilişkin kavramsal ve işlemsel bilgi düzeylerinin incelenmesi. Master'sthesis, ESOGÜ, Eğitim Bilimleri Enstitüsü

Batanero, C., & Díaz, C. A. R. M. E. N. (2012). Training school teachers to teach probability: reflections and challenges. Chilean Journal of Statistics, 3(1), 3-13.

Bluman, A. G. (2005). Probability demystified (pp. 1-77). McGraw-Hill.

Borovcnik, M., & Kapadia, R. (2018). Reasoning with risk: Teaching probability and risk as twin concepts. In Teaching and Learning Stochastics (pp. 3-22). Springer, Cham.

Borovcnik, M., Bentz, H. J., & Kapadia, R. (1991). A probabilistic perspective. In Chance encounters: Probability in education (pp. 27-71). Springer, Dordrecht.

Boyacıoğlu, H., Erduran, A. & Alkan, H. (1996). Permütasyon, kombinasyon ve olasılık öğretiminde rastlanan güçlüklerin giderilmesi. II. Ulusal Eğitim Sempozyumu, Marmara Üniversitesi, Atatürk Eğitim Fakültesi, İstanbul.

Brase, G. L., Martinie, S., & Castillo-Garsow, C. (2014). Intuitive conceptions of probability and the development of basic math skills. In Probabilistic Thinking (pp. 161-194). Springer, Dordrecht.

Bulut, S. (1994), The effects of different teaching methods and gender on probability achievement and attitudes towards probability. Yayımlanmamış Doktora Tezi, Orta Doğu Teknik Üniversitesi, Ankara.

Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2017). Bilimsel araştırma yöntemleri. Pegem Atıf İndeksi, 1-360.

Creswell, J. W. (2015). Nitel Araştırma Yöntemleri (2. baskı). Ankara: Siyasal Kitabevi

Demonty, I., Vlassis, J., & Fagnant, A. (2018). Algebraic thinking, pattern activities and knowledge for teaching at the transition between primary and secondary school. Educational Studies in Mathematics, 99(1), 1-19.

Dereli, A. (2009). Sekizinci sınıf öğrencilerinin olasılık konusundaki hataları ve kavram yanılgıları. Yayımlanmamış Yüksek Lisans Tezi, Eskişehir Osmangazi Üniversitesi Fen Bilimleri Enstitüsü, Eskişehir.

Doğucu, M. (2013). The relationship between mathematics teachers' probability approaches and misconceptions. Boğaziçi University, Graduate Program in Secondary School Science and Mathematics Education, İstanbul.

Greer, B. (2001). Understanding probabilistic thinking: The legacy of Efraim Fischbein. Educational Studies in Mathematics, 45, 15-33.

Greer, B. (2014). Commentary on perspective II: Psychology. In Probabilistic Thinking (pp. 299-309). Springer, Dordrecht.

Grimmett, G., & Welsh, D. (2014). Probability: an introduction. Oxford University Press.

Gürbüz, R. (2007). Olasılık konusunda geliştirilen materyallere dayalı öğretime ilişkin öğretmen ve öğrenci görüşleri, Kastamonu Eğitim Dergisi,15, 259-270.

Gürbüz, R. (2010). Etkinlik temelli öğretimin olasılık yedinci sınıf öğrencilerinin kavramsal gelişimine etkisi. International Journal of Mathematical Education in Science and Technology, 41 (6), 743-767.

İlgün, M. (2013). An investigation of prospective elementary mathematics teachers’ probabilistic misconceptions and reasons underlying these misconceptions. Doctoral dissertation, Middle East Technical University.

Karaçay, T. (2006). Olasılığın Matematiksel Temelleri. İstanbul Kültür Üniversitesi Yayınları Yayın No, 1.

Kazak, S. (2008). Öğrencilerin olasılık konularındaki kavram yanılgıları ve öğrenme zorlukları. Matematiksel kavram yanılgıları ve çözüm önerileri, 121-150.

MEB (2018). İlköğretim Matematik Dersi 5–8 Öğretim Programı. Talim Terbiye Kurulu Başkanlığı, Ankara

Memnun, D. S. (2008). Olasılık kavramlarının öğrenilmesinde karşılaşılan zorluklar, bu kavramların öğrenilememe nedenleri ve çözüm önerileri. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 9(15), 89-101.

National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.

O'Connell, A. A. (1999). Understanding the nature of errors in probability problem-solving. Educational Research and Evaluation, 5(1), 1-21.

Öçal, M. F. (2014). Students’ intuitively-based misconceptions in probability: Teachers’ 127 awareness and teaching practices in middle and high schools. Doktora Tezi, Ortadoğu Teknik Üniversitesi, Ankara

Özen, M. (2013). Investigation of pre-service mathematics teachers‟ critical thinking processes through statistical and probabilistic knowledge in the context of popular media texts Yüksek Lisans Tezi, Ortadoğu Teknik Üniversitesi, Ankara

Polya, G. (1957). Nasıl Çözmeli? Çev. Feryal Halatçı, İstanbul: Sistem Yayıncılık.

Schoenfeld, A. H. (2014). Mathematical problem solving. Elsevier.

Şenyay, L. (2015). Olasılık. Online: http://kisi.deu.edu.tr//levent.senyay/istatistikI_2015_2016/5%20olas%C4%B1l%C4%B1k.pdf.

Shaughnessy, J. M. (1977). Olasılık yanılgıları: Üniversite düzeyinde olasılığa giriş için küçük grup, faaliyet tabanlı, model oluşturma yaklaşımı ile bir deney. Matematikte Eğitim Çalışmaları, 8 (3), 295-316.

Tunç, E. (2006). Özel ilköğretim okulları ile devlet okullarının 8. sınıf öğrencilerine olasılık konusundaki bilgi ve becerileri kazandırma düzeylerinin değerlendirilmesi. Master's thesis, Balikesir Üniversitesi Fen Bilimleri Enstitüsü.

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. W. (2014). İlkokul ve ortaokul matematiği gelişimsel yaklaşımla öğretim (7. Baskı). Çev. S. Durmuş). Ankara: Nobel Yayınları.

Yıldırım, A., & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.

Yildiz, A., & Baltaci, S. (2015). İlköğretim Matematik Öğretmen Adaylarının Problem Kurma Etkinlikleri ile Olasılığa Yönelik Bilgilerinin İncelenmesi. Journal of Kirsehir Education Faculty, 16(1).

Yildiz, A., & Baltaci, S. (2016). Reflections from the Analytic Geometry Courses Based on Contextual Teaching and Learning through GeoGebra Software. Online Submission, 6(4), 155-166.

Zahner, D. (2005). Clinical interviewing and problem-solving protocols to uncover the cognitive processes of probability problem solvers. Doctoral dissertation, Columbia University, Dissertation Abstracts International, 66, 2851.

Downloads

Published

2021-03-25

Issue

Vol. 8 No. 3 (2021)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).