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Çekmez, Erdem; Cevahir Bolat, Rümeysa – Acta Didactica Napocensia, 2022
The purpose of this study was to investigate the understanding of prospective elementary mathematics teachers of the formal definition of the limit of a sequence. The participants were 32 prospective mathematics teachers (8 male and 24 female) who were in their third year of study in a four-year mathematics teacher preparation programme Istanbul…
Descriptors: Elementary School Teachers, Mathematics Teachers, Preservice Teachers, Teacher Education Programs
Chaw, Ei Phyu; Kopp, Erika – Acta Didactica Napocensia, 2021
This study aims to identify dominant theories, research areas, and trends related to coping issues in teacher education (TE) research. The origin of coping theories comes from psychology, but there is a growing shift in coping research related to teaching, problem-solving, and training programs in pedagogy. Although coping issues in TE affect…
Descriptors: Coping, Teacher Education Programs, Educational Research, Educational Theories
Çontay, Emine Gaye; Duatepe-Paksu, Asuman – Acta Didactica Napocensia, 2019
This is a descriptive study which attempts to answer how well 8th grade students define a rectangle. The subjects for this study were 93 of 8 th grade students. The students were administered a written open ended test on the definition of a rectangle which was adapted from Ahuja (1996). Responses of the students were coded by each researcher…
Descriptors: Geometry, Grade 8, Mathematics Instruction, Definitions
Tchonang Youkap, Patrick; Njomgang Ngansop, Judith; Tieudjo, Daniel; Nchia Ntam, Lawrence – Acta Didactica Napocensia, 2019
In this article, we wish to explore the influence of the figure of the drawing on the argumentation of students who are involved in a proof task. It is about analysing the knowledge that students associate with parallelograms and the interactions between students and drawing. Our research is based on both Toulmin's model and Vinner's concept image…
Descriptors: Persuasive Discourse, Validity, Mathematical Logic, Mathematics Instruction
Aytekin, Cahit; Kiymaz, Yasemin – Acta Didactica Napocensia, 2019
Linear algebra differs from other mathematics courses because of the special difficulties that students have in understanding the concepts. Teaching without concretizing the concepts of Linear Algebra encouraged students to memorize definitions of concepts and rules has been articulated. Many researches show that technology-supported teaching is…
Descriptors: Algebra, Mathematics Instruction, Computer Software, Educational Technology