Interpretations of Pre-service Elementary Mathematics Teachers on the Functions of Non-Textual Elements: Case Study on Algebra Learning Area

Authors : Mustafa AKINCI, Murat GENÇ

Pages : 84-102

Doi:10.19126/suje.1200724

View : 53 | Download : 13

Publication Date : 2023-04-30

Article Type : Research Paper

Abstract :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: insert ignore into journalissuearticles values(i); attractiveness, insert ignore into journalissuearticles values(ii); organizing, insert ignore into journalissuearticles values(iii); embodiment, insert ignore into journalissuearticles values(iv); informativeness, insert ignore into journalissuearticles values(v); reasoning, insert ignore into journalissuearticles values(vi); conciseness, insert ignore into journalissuearticles values(vii); essentiality, insert ignore into journalissuearticles values(viii); decorativeness, insert ignore into journalissuearticles values(ix); contextuality, and insert ignore into journalissuearticles values(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.
Keywords : Metinsel olmayan öğeler, matematik ders kitabı, cebir öğrenme alanı, ilköğretim matematik öğretmen adayları

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