Evaluating Mathematical Reasoning Competence: In-Service Teacher Training in Mathematical Literacy Given via Distance Education
Abstract
The purpose of this research is to examine the mathematical reasoning competencies of mathematics teachers. As part of the research, mathematics teachers received in-service training in mathematical literacy. Following the training, classroom practices were conducted by these teachers using course modules designed in alignment with the training content. Due to the COVID-19 pandemic, the in-service training and training practices were conducted via online meeting platforms as distance education. In this research, conducted using the case study method, data were collected through open-ended reasoning tests and a mathematical reasoning basic concepts test. As a result of the research, it was found that the in-service teacher training and training practices delivered through distance education in the field of mathematical literacy had a positive impact on the mathematical reasoning competence of mathematics teachers. While most of the teachers showed a decrease in their scores on the reasoning test administered after in-service training, they achieved their highest score after training practices they implemented in their own classes. The mathematical reasoning basic concepts test conducted after the training practices indicated that the teachers’ perceptions of mathematical reasoning reached a high level.
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DOI: https://doi.org/10.51383/ijonmes.2025.392
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