An examination of pre-service mathematics teachers’ perceptions of mathematics learning activities

Abstract

In our country, one of the important concepts proposed by the recent curricula has been ‘activities’ since 2005. From this point of view, both mathematics educators and teachers should focus on and discuss about the importance of activities. This study is designed to examine pre-service secondary mathematics teachers’ (PSMTs) perceptions about mathematics learning activities (MLA). Participants are twenty-seven PSMTs. The data include 3 different groups. The first group consists of PSMTs’ free writings that describe their definitions of MLA. The second group consists of observation notes of the class discussions which are related to the structure of MLA and MLA’s required properties. The last one consists of MLA samples that were designed by PSMTs. In consequence of data analysis, results show that PSMTs did not reach consensus on a unique definition or particular properties of MLA; the definitions spreaded out a broad perspective. PSMTs defined the activity as the classroom application that is connected with real life and other disciplines, compatible with the objectives in teaching programs, is designed to improve students’ cognitive skills, student-centered, interesting, easy to learn, and appropriate for groupwork. But, it is found out that PSMTs did not reflect the properties of MLA while they were designing the activities. The results of the study indicated that PSMTs’ perceptions of activities and their skills of designing an activity must be improved.