The Use of Error Based Activities to Improve the Mathematization Competency

Abstract

The purpose of the study is to investigate how the error based activities improve the mathematization competency of preservice mathematics teachers. The study was designed as a case study which is one of the qualitative study design. The sample consists of 38 third grade elementary mathematics teacher candidates studying in a university in Turkey. The study group consisted of 20 pre-service teachers; the comparison group consisted of 18 pre-service teachers. Data were collected through PISA questions consisting of 11 questions total. Data were analysed through descriptive analysis. The findings of the study indicates that the study group performed better than the comparison group on getting the full score for most of the questions. Both of the groups performed mostly on getting full and zero scores and rarely getting partial scores. The study group performed mostly at level 3 when the comparison group performed mostly at level 2 and level 1. [ABSTRACT FROM AUTHOR]