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ERIC Number: ED544151
Record Type: Non-Journal
Publication Date: 2013-Jul
Pages: 10
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: N/A
The Effect of Dynamic and Interactive Mathematics Learning Environments (DIMLE), Supporting Multiple Representations, on Perceptions of Elementary Mathematics Pre-Service Teachers in Problem Solving Process
Ozdemir, S.; Reis, Z. Ayvaz
Online Submission, Mevlana International Journal of Education (MIJE) v3 n3 p85-94 Jul 2013
Mathematics is an important discipline, providing crucial tools, such as problem solving, to improve our cognitive abilities. In order to solve a problem, it is better to envision and represent through multiple means. Multiple representations can help a person to redefine a problem with his/her own words in that envisioning process. Dynamic and Interactive Mathematics Learning Environments (DIMLE), allow multiple representations in mathematics and therefore provide opportunities to explore, to explain, and to model (Karadag & McDougall, 2009) mathematical subjects or concepts. The goal of this study is to explore the effect of multiple representations on perceptions of elementary mathematics pre-service teachers in problem solving process. Hence, ten representations, which dynamically represent a word problem, are created by using one of the DIMLE, GeoGebra. The sample group consists of elementary mathematics pre-service teachers (n = 17). In order to precisely analyze the data, which are gathered from sample group, quan-qual mix method was used. Consequently, the use of multiple representations, which were prepared by DIMLE, cause to a mental demand for the other mathematical concepts except for understanding and solving a problem. (Contains 5 tables.)
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey (Istanbul)