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 concept of multi-percentage is 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 purposes, the strengthening activities according to the objectives, there has been little activity to overcome 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. The study according to mathematical skills and skills includes many problems solving, modeling and activities involving different representations. The activities aimed at generalization, proof and intellectual execution and the use of technology have been even developed.

Abstract:

The aim of this research was to examine the skills of prospective teachers to design mathematics connection activities with different disciplines. In the research it was asked that prospective teachers design a mathematical activity in which mathematics was connected with the ability to connect to different disciplines. For this purpose, the research was carried out using the case study model. The study group had 19 mathematics, 11 physics, and 10 chemistry prospective teachers. The designed activities were examined according to purpose, cognitive processes and mathematical competence and skills. As a result of the analysis of the obtained data, the concept of ratio-proportion was mostly mentioned in the designed mathematical learning activities. It was involved also in other mathematical concepts such as derivative, function, proposition and percentage. In the classification of the designed activities according to the aims, it was found that the consolidation activities were the most and the difficulties and the misconceptions activities were the least. The 5 groups of prospective teachers preferred to develop activities for new learning. When the activities designed by prospective teachers were classified according to the cognitive processes, they were designed to practice, evaluate, consider, apply and produce in descending order. The activities that were developed did not include interpret and create activities. According to mathematical competence and skills, problem solving, modeling and different representations activities were mostly involved. Activities for generalization, proof and reasoning and technology use were the least developed activities.

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