The effect of Dynamic and Interactive Mathematics Learning  Environments (DIMLE), supporting multiple representations, on  perceptions of elementary mathematics pre-service teachers in problem  solving process

dc.creator	Ş. Özdemir
dc.creator	Z. Ayvaz Reis
dc.date	2013-07-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:14:17Z
dc.date.available	2015-07-20T22:14:17Z
dc.identifier	2146-7951
dc.identifier	https://doaj.org/article/d1e2a0dc5f414eba8d143651f07500ca
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/16718
dc.description	Mathematics is an important discipline, providing crucial tools, such as problem solving, to improve our cognitive abilities. In order to solve a problem, it is better to envision and represent through multiple means. Multiple representations can help a person to redefine a problem with his/her own words in that envisioning process. Dynamic and Interactive Mathematics Learning Environments (DIMLE), allow multiple representations in mathematics and therefore provide opportunities to explore, to explain, and to model (Karadag & McDougall, 2009) mathematical subjects or concepts. The goal of this study is to explore the effect of multiple representations on perceptions of elementary mathematics pre-service teachers in problem solving process. Hence, ten representations, which dynamically represent a word problem, are created by using one of the DIMLE, GeoGebra. The sample group consists of elementary mathematics pre-service teachers (n=17). In order to precisely analyze the data, which are gathered from sample group, quan-qual mix method was used. Consequently, the use of multiple representations, which were prepared by DIMLE, cause to a mental demand for the other mathematical concepts except for understanding and solving a problem.
dc.language	English
dc.publisher	Mevlana University Educational Faculty
dc.relation	http://mije.mevlana.edu.tr/archieve/issue_3_3/9_mije_si_2013_09_volume_3_issue_3_page_85_94_PDF.pdf
dc.relation	https://doaj.org/toc/2146-7951
dc.source	Mevlana International Journal of Education, Vol 3, Iss 3, Pp 85-94 (2013)
dc.subject	DIMLE
dc.subject	Geogebra
dc.subject	Multiple representations
dc.subject	problem solving
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	The effect of Dynamic and Interactive Mathematics Learning Environments (DIMLE), supporting multiple representations, on perceptions of elementary mathematics pre-service teachers in problem solving process
dc.type	article