Research article    |    Open Access
International Journal on New Trends in Education and Their Implications 2017, Vol. 8(1) 78-88

Analysis of Mathematics Teacher Candidates' Conceptual Knowledge Related to Sequences

Abdullah Çağrı BİBER, Abdulkadir TUNA

pp. 78 - 88

Publish Date: January 31, 2017  |   Single/Total View: 0/1   |   Single/Total Download: 1/0


Abstract

The purpose of this study is to examine the conceptual knowledge of mathematics teacher candidates about the sequence concept. This research is a case study in which qualitative methods are adopted. The first phase of the study was conducted with a total of 45 teacher candidates taking the course of Analysis III. In this stage, the "Sequence Knowledge Test" consisting of four open-ended questions developed by the researchers was used as a data collection tool to examine the concepts of the teacher candidates about the sequence concept. In the second stage of the research, individual interviews were made with 8 teacher candidates selected from the sample in order to conduct an indepth study on conceptual knowledge about the subject of the sequence. Content analysis was used to analyze the obtained data. As a result of the analysis of the data, important shortcomings were found in the concept knowledge of the teacher candidates.

Keywords: Mathematics education, conceptual knowledge, sequences


How to Cite this Article?

APA 7th edition
BIBER, A.C., & TUNA, A. (2017). Analysis of Mathematics Teacher Candidates' Conceptual Knowledge Related to Sequences. International Journal on New Trends in Education and Their Implications, 8(1), 78-88.

Harvard
BIBER, A. and TUNA, A. (2017). Analysis of Mathematics Teacher Candidates' Conceptual Knowledge Related to Sequences. International Journal on New Trends in Education and Their Implications, 8(1), pp. 78-88.

Chicago 16th edition
BIBER, Abdullah Cagri and Abdulkadir TUNA (2017). "Analysis of Mathematics Teacher Candidates' Conceptual Knowledge Related to Sequences". International Journal on New Trends in Education and Their Implications 8 (1):78-88.