Matematik tartışmalarını yürütürken öğrenci çözüm yöntemlerini seçme ve sıralama: Kesirlerle Çıkarma İşlemi

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The aim of this study is to examine the decisions of the pre-service mathematics teachers about the students’ solution methods related to subtraction of fractions while conducting mathematics discussions in terms of selecting and sequencing within the framework of 5 application models. In addition, the pre-service mathematics teachers’ reasons for their selection and sequencing were investigated. The participants of this study, which was designed as a single embedded case design model, were 30 pre-service middle school mathematics teachers. The data of the study was collected through the Selecting and Sequencing Question Set involving different student solutions related to the subtraction of fractions and semi-structured interviews. Data were analyzed in two stages using content and frequency analysis method. The findings of the study showed that most of the pre-service teachers have chosen the right solution methods to discuss in the classroom and the majority of them ignore the wrong solution methods. It has been concluded that pre-service teachers’ reasoning for selecting and sequencing depend on pedagogical reasons and make their selection and sequencing without establishing any relationship among student solutions. On the other hand, the number of pre-service teachers who base their reasoning of selecting and sequencing on operational and conceptual reasons is very low.