The Teacher and Peer Intervention for Pre-Service Mathematics Teachers on the Validity of Mathematical Models
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Resumo
The aim of this study is to investigate the types of teacher and peer interventions to test the validity of modelling along with the modelers’ reactions to these interventions. A teaching experiment was employed in the study. Forty-five pre-service secondary school mathematics teachers participated in the research. As a data collection tool, a worksheet was prepared by taking the monthly average temperature values of the last five years from the Meteorology Directorate of the province in which the study was conducted. At the end of the mathematical modelling process, teacher and peer interventions were carried out. The types of teacher and peer interventions were categorized. The reasons for intervening in the modelling process by both the teacher and peers were insufficient explanations and student error. In addition, the teacher intervened to advance the process. The teacher intervened for diagnosis, advice and feedback, and the peers intervened for diagnosis and feedback in this process. While teacher intervention occurred at the stage of mathematical model and results, peer intervention occurred at the stage of testing the real model and result. The participants returned to revise their real model, mathematical model and results. In the modeling process, while peer support may be sufficient to test the validity of the real model and real results, teacher support is required to test the validity of the mathematical model and its results.
Dados da obra
- Tipo
- Artigo
- Periódico
- Pedagogical Research, v. 7, n. 2, p. em0120
- Editora
- Lectito Journals
- Ano
- 2022 (2022-02-23)
- Idioma
- en
- Palavras-chave
- mathematical modeling; teacher intervention; peer intervention; pre-service mathematics teachers; peer support; teacher support; model revision; feedback
- Temas
- Formação de Professores de Matemática, Modelagem Matemática
- DOI
- 10.29333/pr/11800
- ISSN
- 2468-1989, 2468-4929
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
GÜREL, Zeynep; BEKDEMIR, Mehmet. The Teacher and Peer Intervention for Pre-Service Mathematics Teachers on the Validity of Mathematical Models. Pedagogical Research, v. 7, n. 2, p. em0120, 2022. DOI: https://doi.org/10.29333/pr/11800.
APA
Gürel, Z., & Bekdemir, M. (2022). The Teacher and Peer Intervention for Pre-Service Mathematics Teachers on the Validity of Mathematical Models. Pedagogical Research, 7(2), em0120. https://doi.org/10.29333/pr/11800
BibTeX
@article{gurel2022,
author = {Gürel, Zeynep and Bekdemir, Mehmet},
title = {The Teacher and Peer Intervention for Pre-Service Mathematics Teachers on the Validity of Mathematical Models},
year = {2022},
journal = {Pedagogical Research},
volume = {7},
number = {2},
pages = {em0120},
publisher = {Lectito Journals},
doi = {10.29333/pr/11800},
language = {en}
}RIS
TY - JOUR AU - Gürel, Zeynep AU - Bekdemir, Mehmet TI - The Teacher and Peer Intervention for Pre-Service Mathematics Teachers on the Validity of Mathematical Models PY - 2022 JO - Pedagogical Research VL - 7 IS - 2 SP - em0120 DO - 10.29333/pr/11800 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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