A Look into Turkish Preservice Teachers’ Translation Skills: Case for Model Representations
Résumé
Multiple representation enables students to connect different ideas and gain a deeper understanding of the mathematical concepts involved. The integration of mathematical model representation in order to model and interpret physical phenomenon and solve real world problems is one of the major objectives of mathematics learning in high school curriculum (NCTM, 2000). In this respect, this study focused on Turkish preservice teachers’ process of translation of model representation among four representation types. The result of this study indicate that Turkish preservice teachers lacked knowledge on the competencies of translation to and from model representations. Results also indicate Turkish preservice teachers’ tendency to use another representation type as transitional stage to model representations.
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