2026-10-19T01:47:51Zhttps://ebyu-rdlopen.rawdatalibrary.net/oai/request

oai:ebyu-rdlopen.rawdatalibrary.net:ebyu/185062026-10-18T20:56:36Zopenairedrivercom_ebyu_10000col_ebyu_10001

An Analysis of Pre-Service Mathematics Teachers' Behavior on Mathematical Modeling CycleGÜREL, Zeynep CAKMAKIŞIK, ahmetEğitimEğitim AraştırmalarıMatematikThe aim of the study is to determine the behavior on individual modeling cycle of pre-service teachers who participate in mathematical modeling learning environment and who do not. An action research method was employed in the study. The research participants consisted of 32 pre-service mathematics teachers, 17 of whom attended the learning environment while the rest did not. Two mathematical modeling tasks were used in the pre and post interview. In pre-interviews, pre-service teachers were interviewed individually, and the modelling routes of the pre-service teachers were closely monitored. At the end of the 11-week action plan, the post interview was made individually with the pre-service teachers. The recorded dialogues were analyzed during modeling cycles. It was determined that all pre-service teachers had a nonlinear cycle in the pre and post interviews. Pre-service teachers experienced in modeling repeated many steps back and forth. It was determined that they tried to revise the model when they reached a conclusion, so they had more complex modeling cycles. In addition, they mostly act in the world of mathematics. Pre-service teachers who are not experienced in modeling made a direct transition to real results without creating a mathematical model. It has been found that their areas of action are generally in the real world and they move less in the modeling cycle.2021Articlehttps://rdlopen.rawdatalibrary.net/r/ebyu/18506https://doi.org/10.14686/buefad.871566enBartın Üniversitesi Eğitim Fakültesi Dergisiinfo:eu-repo/semantics/openAccessinfo:eu-repo/semantics/articlehttps://ebyu-rdlopen.rawdatalibrary.net/tr/items/ebyu/18506