1 Ocak 2019 Dergi makalesi Açık Erişim

Kertil, Mahmut; Erbas, Ayhan Kursat; Cetinkaya, Bulent

MARC21 XML

<?xml version='1.0' encoding='UTF-8'?>
<record xmlns="http://www.loc.gov/MARC21/slim">
  <leader>00000nam##2200000uu#4500</leader>
  <datafield tag="700" ind1=" " ind2=" ">
    <subfield code="a">Erbas, Ayhan Kursat</subfield>
    <subfield code="u">Middle East Tech Univ, Dept Math &amp; Sci Educ, Ankara, Turkey</subfield>
  </datafield>
  <datafield tag="700" ind1=" " ind2=" ">
    <subfield code="a">Cetinkaya, Bulent</subfield>
    <subfield code="u">Middle East Tech Univ, Dept Math &amp; Sci Educ, Ankara, Turkey</subfield>
  </datafield>
  <datafield tag="909" ind1="C" ind2="4">
    <subfield code="p">MATHEMATICAL THINKING AND LEARNING</subfield>
    <subfield code="v">21</subfield>
    <subfield code="n">3</subfield>
    <subfield code="c">207-233</subfield>
  </datafield>
  <datafield tag="980" ind1=" " ind2=" ">
    <subfield code="a">user-tubitak-destekli-proje-yayinlari</subfield>
  </datafield>
  <datafield tag="540" ind1=" " ind2=" ">
    <subfield code="a">Creative Commons Attribution</subfield>
    <subfield code="u">http://www.opendefinition.org/licenses/cc-by</subfield>
  </datafield>
  <datafield tag="024" ind1=" " ind2=" ">
    <subfield code="a">10.1080/10986065.2019.1576001</subfield>
    <subfield code="2">doi</subfield>
  </datafield>
  <datafield tag="245" ind1=" " ind2=" ">
    <subfield code="a">Developing prospective teachers' covariational reasoning through a model development sequence</subfield>
  </datafield>
  <datafield tag="100" ind1=" " ind2=" ">
    <subfield code="a">Kertil, Mahmut</subfield>
    <subfield code="u">Marmara Univ, Dept Math &amp; Sci Educ, Istanbul, Turkey</subfield>
  </datafield>
  <datafield tag="909" ind1="C" ind2="O">
    <subfield code="o">oai:zenodo.org:68517</subfield>
    <subfield code="p">user-tubitak-destekli-proje-yayinlari</subfield>
  </datafield>
  <datafield tag="650" ind1="1" ind2="7">
    <subfield code="2">opendefinition.org</subfield>
    <subfield code="a">cc-by</subfield>
  </datafield>
  <datafield tag="260" ind1=" " ind2=" ">
    <subfield code="c">2019-01-01</subfield>
  </datafield>
  <datafield tag="856" ind1="4" ind2=" ">
    <subfield code="u">https://aperta.ulakbim.gov.trrecord/68517/files/bib-3a754220-a407-4e93-a902-2b3fa0788866.txt</subfield>
    <subfield code="z">md5:378210854a9009aec4b85d0aad56115a</subfield>
    <subfield code="s">192</subfield>
  </datafield>
  <datafield tag="542" ind1=" " ind2=" ">
    <subfield code="l">open</subfield>
  </datafield>
  <controlfield tag="005">20210316024923.0</controlfield>
  <controlfield tag="001">68517</controlfield>
  <datafield tag="980" ind1=" " ind2=" ">
    <subfield code="a">publication</subfield>
    <subfield code="b">article</subfield>
  </datafield>
  <datafield tag="520" ind1=" " ind2=" ">
    <subfield code="a">Forming part of a wider research study, the current study investigated prospective middle school mathematics teachers' ways of covariational reasoning on tasks involving simultaneously changing quantities. As the introductory theme of a larger unit on derivative, a model development sequence on covariational reasoning was designed and experimented with 20 participants in a mathematical modeling course offered to prospective teachers. The participants' developing abilities of covariational reasoning were documented under three categories: (i) identifying the variables, (ii) ways of coordinating the variables, and (iii) ways of quantifying the rate of change. The results revealed significant improvement in the prospective teachers' ways of identifying and coordinating the variables, and in quantifying the rate of change. Moreover, the results indicated that preference for a particular way of thinking in identifying and coordinating the variables determined the prospective teachers' way of quantifying the rate of change and thereby their level of covariational reasoning.</subfield>
  </datafield>
</record>