The effects of problem based approach on student's conceptual understanding in a university mathematics classroom

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dc.contributor.authorAydın, Yusuf
dc.contributor.editorBesoluk, S
dc.date.accessioned2020-11-21T15:55:51Z
dc.date.available2020-11-21T15:55:51Z
dc.date.issued2014en_US
dc.departmentÄ°stanbul Ticaret Ãœniversitesien_US
dc.descriptionERPA International Congress on Education (ERPA) -- JUN 06-08, 2014 -- Istanbul Univ, Istanbul, TURKEYen_US
dc.descriptionWOS:000348253300123en_US
dc.description.abstractResearch studies in Education Faculties and various reports of the related branches of The Minister of National Education, and news of Social Media in Turkey call attention mainly to the educational problems of K-12 levels. The University Mathematics Classroom is almost a forgotten territory. We know that many university freshman students have insufficient backgrounds in mathematics and must take additional care to succeed at university level work. As we know, the success rate of freshman students in calculus is alarming. For many students to transit from high school mathematics tocalculus isdifficult. They are more comfortable with structured problems involvingrote calculations. In calculus, conceptual understanding rather than manipulation of symbols is stressed. Freshman students resist making the transition to a more conceptual approach to mathematics. But in a Problem Based Learning Approach (PBLA), the real world problems assiststudents in this transition by providing physical examples of concepts to which they can relate to their major such as Business or Economy. By PBLA, we combined activities and problems with interactive lectures.The activities provided intensive treatment of a particular concept through student discovery and also gave students problem solving experience. Today a large number of universities are accepting students from a much wider range of academic backgrounds. The student readiness differs greatly in the first year's calculus classes. The calculus is often taught to the "middle or upper level of the class "leaving part of the class disengaged. The collaborative aspects of PBLA meet this challenge as students are provided a more customized teaching of calculus through personal interactions with group members and the instructor. PBLA is an effective means for teaching mathematical concepts which students generally enjoy working on the real world problems. (C) 2014 The Authors. Published by Elsevier Ltd.en_US
dc.identifier.doi10.1016/j.sbspro.2014.09.307en_US
dc.identifier.endpage707en_US
dc.identifier.issn1877-0428
dc.identifier.startpage704en_US
dc.identifier.urihttps://doi.org/10.1016/j.sbspro.2014.09.307
dc.identifier.urihttps://hdl.handle.net/11467/4058
dc.identifier.volume152en_US
dc.identifier.wosWOS:000348253300123en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isoenen_US
dc.publisherElsevier Science Bven_US
dc.relation.ispartofErpa International Congress on Education (Erpa Congress 2014)en_US
dc.relation.ispartofseriesProcedia Social and Behavioral Sciences
dc.relation.publicationcategoryKonferans Öğesi - Uluslararası - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectProblem based learning aproachen_US
dc.subjectconceptual understandingen_US
dc.subjectcollaborative teachingen_US
dc.subjectinteractive teachingen_US
dc.subjectcalculusen_US
dc.subjectfunctionsen_US
dc.subjectgraphsen_US
dc.titleThe effects of problem based approach on student's conceptual understanding in a university mathematics classroomen_US
dc.typeConference Objecten_US

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