Interpretations of Pre-service Elementary Mathematics Teachers on the Functions of Non-Textual Elements: Case Study on Algebra Learning Area
The study aimed to investigate how pre-service elementary mathematics teachers perceive the intended use of non-textual elements in an algebra content area of an eighth-grade mathematics textbook. Non-textual elements in this qualitative exploratory case study refer to visual representations consist...
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Sakarya University
2023-04-01
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| Series: | Sakarya University Journal of Education |
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| Online Access: | https://dergipark.org.tr/en/download/article-file/2756805 |
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| author | Murat Genç Mustafa Akıncı |
| author_facet | Murat Genç Mustafa Akıncı |
| author_sort | Murat Genç |
| collection | DOAJ |
| description | The study aimed to investigate how pre-service elementary mathematics teachers perceive the intended use of non-textual elements in an algebra content area of an eighth-grade mathematics textbook. Non-textual elements in this qualitative exploratory case study refer to visual representations consisting of components that are not only verbal, numerical, or symbolic representations. Data were collected from thirty-one undergraduate students through a task-based written questionnaire including seven non-textual elements on the algebra learning domain. Data analysis was conducted using a content analysis approach to generate themes and uncover previously unspecified patterns. The results showed that pre-service teachers’ interpretations of non-textual elements could be categorized into ten themes: (i) attractiveness, (ii) organizing, (iii) embodiment, (iv) informativeness, (v) reasoning, (vi) conciseness, (vii) essentiality, (viii) decorativeness, (ix) contextuality, and (x) connectivity. Pre-service teachers were found to have diverse but sometimes overlapping interpretations of the functions of each non-textual element. However, the functional diversity of non-textual elements may have differentiated their interpretations, as visual literacy skills and strategies are required to interpret the intended use of non-textual elements. Therefore, in order for pre-service mathematics teachers to better understand the functions of non-textual elements, various teaching approaches should be developed to support pre-service teachers’ visual literacy, and these approaches to visual literacy should be incorporated into teacher education and professional development. |
| format | Article |
| id | doaj-art-8985882084e34df59923a628689ae2d6 |
| institution | DOAJ |
| issn | 2146-7455 |
| language | English |
| publishDate | 2023-04-01 |
| publisher | Sakarya University |
| record_format | Article |
| series | Sakarya University Journal of Education |
| spelling | doaj-art-8985882084e34df59923a628689ae2d62025-08-20T03:10:46ZengSakarya UniversitySakarya University Journal of Education2146-74552023-04-011318410210.19126/suje.120072428Interpretations of Pre-service Elementary Mathematics Teachers on the Functions of Non-Textual Elements: Case Study on Algebra Learning AreaMurat Genç0https://orcid.org/0000-0003-4525-7507Mustafa Akıncı1https://orcid.org/0000-0003-2096-7617ZONGULDAK BÜLENT ECEVİT ÜNİVERSİTESİ, EREĞLİ EĞİTİM FAKÜLTESİZONGULDAK BÜLENT ECEVİT ÜNİVERSİTESİ, EREĞLİ EĞİTİM FAKÜLTESİThe study aimed to investigate how pre-service elementary mathematics teachers perceive the intended use of non-textual elements in an algebra content area of an eighth-grade mathematics textbook. Non-textual elements in this qualitative exploratory case study refer to visual representations consisting of components that are not only verbal, numerical, or symbolic representations. Data were collected from thirty-one undergraduate students through a task-based written questionnaire including seven non-textual elements on the algebra learning domain. Data analysis was conducted using a content analysis approach to generate themes and uncover previously unspecified patterns. The results showed that pre-service teachers’ interpretations of non-textual elements could be categorized into ten themes: (i) attractiveness, (ii) organizing, (iii) embodiment, (iv) informativeness, (v) reasoning, (vi) conciseness, (vii) essentiality, (viii) decorativeness, (ix) contextuality, and (x) connectivity. Pre-service teachers were found to have diverse but sometimes overlapping interpretations of the functions of each non-textual element. However, the functional diversity of non-textual elements may have differentiated their interpretations, as visual literacy skills and strategies are required to interpret the intended use of non-textual elements. Therefore, in order for pre-service mathematics teachers to better understand the functions of non-textual elements, various teaching approaches should be developed to support pre-service teachers’ visual literacy, and these approaches to visual literacy should be incorporated into teacher education and professional development.https://dergipark.org.tr/en/download/article-file/2756805non-textual elementsmathematics textbookalgebra learning areapre-service elementary mathematics teachersmetinsel olmayan öğelermatematik ders kitabıcebir öğrenme alanıilköğretim matematik öğretmen adayları |
| spellingShingle | Murat Genç Mustafa Akıncı Interpretations of Pre-service Elementary Mathematics Teachers on the Functions of Non-Textual Elements: Case Study on Algebra Learning Area Sakarya University Journal of Education non-textual elements mathematics textbook algebra learning area pre-service elementary mathematics teachers metinsel olmayan öğeler matematik ders kitabı cebir öğrenme alanı ilköğretim matematik öğretmen adayları |
| title | Interpretations of Pre-service Elementary Mathematics Teachers on the Functions of Non-Textual Elements: Case Study on Algebra Learning Area |
| title_full | Interpretations of Pre-service Elementary Mathematics Teachers on the Functions of Non-Textual Elements: Case Study on Algebra Learning Area |
| title_fullStr | Interpretations of Pre-service Elementary Mathematics Teachers on the Functions of Non-Textual Elements: Case Study on Algebra Learning Area |
| title_full_unstemmed | Interpretations of Pre-service Elementary Mathematics Teachers on the Functions of Non-Textual Elements: Case Study on Algebra Learning Area |
| title_short | Interpretations of Pre-service Elementary Mathematics Teachers on the Functions of Non-Textual Elements: Case Study on Algebra Learning Area |
| title_sort | interpretations of pre service elementary mathematics teachers on the functions of non textual elements case study on algebra learning area |
| topic | non-textual elements mathematics textbook algebra learning area pre-service elementary mathematics teachers metinsel olmayan öğeler matematik ders kitabı cebir öğrenme alanı ilköğretim matematik öğretmen adayları |
| url | https://dergipark.org.tr/en/download/article-file/2756805 |
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