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Abstract


Mathematical Modelling Skills Of Primary Teacher Candidates: The Practising Of Fermi Problems
Activities of mathematical modelling, which have become important in recent years, have a very important role in associating with mathematic and daily life. This study is a case study which aims to reveal mathematical modeling skills of classroom teacher candidates by using Fermi problems. In line with this aim, 6 teacher candidates chosen by maximum variation sampling method from 4th-grade students who had education in classroom teaching branch of a state university were included in the study. In the data analysis of the study, descriptive analysis method was used. The analysis was made in line with the stages of mathematical modeling process via description; the descriptions were made under two headings within ‘accuracy criteria’ and ‘accessibility criteria’. As a result of the obtained findings, in the accuracy criteria, the teacher candidates gave the correct answer most in ‘variable selection and hypothesis formation’ stage, and gave the correct answer least in ‘mathematical models formation’ stage. In the accessibility criteria, ‘no answer’ behavior was observed most, and ‘correction’ behavior was observed least in the teacher candidates. As a result of the obtained findings, in the accuracy criteria, the teacher candidates gave the correct answer most in ‘variable selection and hypothesis formation’ stage, and gave the correct answer least in ‘mathematical models formation’ stage. In the accessibility criteria, ‘no answer’ behavior was observed most, and ‘correction’ behavior was observed least in the teacher candidates. As a result of the study, it can be said that mathematical modeling skills of the classroom teacher candidates in Fermi problems are not in a sufficient level.

Keywords
Mathematical Modeling, Fermi problems, Problem solving


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