Abstract:

The purpose of this research is to study the teaching candidates’ skills to design activities that link mathematics to different disciplines. Designed activities are studied according to objective, cognitive processes and mathematical skills and skills. In the study, the teacher candidates were asked to design a mathematical event that involves the ability to associate mathematics with different disciplines. For this purpose, the research was carried out with a specific state study model. The study group includes 19 mathematics, 11 physics and 10 chemistry teachers. As a result of the analysis of the obtained data, the most proportional concept was included in the designed mathematical learning activities. Other mathematical concepts, such as turmoil, function, suggestion and percentage, have also been included in the activities. In the classification of the planned activities according to the objectives, it has been shown that the maximum strengthening activities, respectively, and the minimum overcoming difficulties and errors. Five groups of teachers have preferred to develop activities for new learning. When the activities designed by the teacher candidates are classified according to cognitive processes, the implementation, evaluation, thinking, use and production activities are designed in the reduced direction, respectively. There were no activities in the form of interpretation and creation. According to mathematical skills and skills, the study includes the most of the problems solving, modeling and activities involving different representations. The activities aimed at generalization, proof and mindfulness and the use of technology have been the least developed activities.

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