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Opinions and evaluations of mathematics teachers on concrete models of their design in the context of positive psychology
The purpose of this study is to investigate the opinions and evaluations of pre-service mathematics and pre-service primary school teachers regarding the concrete models of their design during the COVID-19 Pandemic in the context of positive psychology. In this study, a mixed research method, in whi...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9413049/ https://www.ncbi.nlm.nih.gov/pubmed/36033051 http://dx.doi.org/10.3389/fpsyg.2022.964991 |
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author | Cumhur, Meryem Gülyaz Tezer, Murat Karanfiller, Tolgay Yıldız, Ezgi Pelin |
author_facet | Cumhur, Meryem Gülyaz Tezer, Murat Karanfiller, Tolgay Yıldız, Ezgi Pelin |
author_sort | Cumhur, Meryem Gülyaz |
collection | PubMed |
description | The purpose of this study is to investigate the opinions and evaluations of pre-service mathematics and pre-service primary school teachers regarding the concrete models of their design during the COVID-19 Pandemic in the context of positive psychology. In this study, a mixed research method, in which quantitative and qualitative research methods are used together was used. The participant group of the study consists of 441 pre-service mathematics and pre-service primary school teachers studying at universities. For the conduct of the qualitative research, 44 pre-service teachers were selected using the purposive sampling method. “Mathematics Teaching Practices Enriched with Concrete Models Perception Scale” developed by the researchers was used to collect the quantitative data to reveal the opinions of teachers regarding mathematics teaching practices enriched with concrete models. In this study, open-ended questions were used to obtain qualitative data, and the data were evaluated with content analysis. According to the results of the study, it was determined that the majority of the pre-service teachers had positive perceptions of concrete models. Pre-service teachers argued that they would use concrete models in their professional lives and that these models were indispensable for mathematics education. In addition, advantages and disadvantages for mathematics educators regarding the use of concrete models are presented. |
format | Online Article Text |
id | pubmed-9413049 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-94130492022-08-27 Opinions and evaluations of mathematics teachers on concrete models of their design in the context of positive psychology Cumhur, Meryem Gülyaz Tezer, Murat Karanfiller, Tolgay Yıldız, Ezgi Pelin Front Psychol Psychology The purpose of this study is to investigate the opinions and evaluations of pre-service mathematics and pre-service primary school teachers regarding the concrete models of their design during the COVID-19 Pandemic in the context of positive psychology. In this study, a mixed research method, in which quantitative and qualitative research methods are used together was used. The participant group of the study consists of 441 pre-service mathematics and pre-service primary school teachers studying at universities. For the conduct of the qualitative research, 44 pre-service teachers were selected using the purposive sampling method. “Mathematics Teaching Practices Enriched with Concrete Models Perception Scale” developed by the researchers was used to collect the quantitative data to reveal the opinions of teachers regarding mathematics teaching practices enriched with concrete models. In this study, open-ended questions were used to obtain qualitative data, and the data were evaluated with content analysis. According to the results of the study, it was determined that the majority of the pre-service teachers had positive perceptions of concrete models. Pre-service teachers argued that they would use concrete models in their professional lives and that these models were indispensable for mathematics education. In addition, advantages and disadvantages for mathematics educators regarding the use of concrete models are presented. Frontiers Media S.A. 2022-08-12 /pmc/articles/PMC9413049/ /pubmed/36033051 http://dx.doi.org/10.3389/fpsyg.2022.964991 Text en Copyright © 2022 Cumhur, Tezer, Karanfiller and Yıldız. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Cumhur, Meryem Gülyaz Tezer, Murat Karanfiller, Tolgay Yıldız, Ezgi Pelin Opinions and evaluations of mathematics teachers on concrete models of their design in the context of positive psychology |
title | Opinions and evaluations of mathematics teachers on concrete models of their design in the context of positive psychology |
title_full | Opinions and evaluations of mathematics teachers on concrete models of their design in the context of positive psychology |
title_fullStr | Opinions and evaluations of mathematics teachers on concrete models of their design in the context of positive psychology |
title_full_unstemmed | Opinions and evaluations of mathematics teachers on concrete models of their design in the context of positive psychology |
title_short | Opinions and evaluations of mathematics teachers on concrete models of their design in the context of positive psychology |
title_sort | opinions and evaluations of mathematics teachers on concrete models of their design in the context of positive psychology |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9413049/ https://www.ncbi.nlm.nih.gov/pubmed/36033051 http://dx.doi.org/10.3389/fpsyg.2022.964991 |
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