An Investigation of Pattern Problems Posed by Middle School Mathematics Preservice Teachers Using Multiple Representation

Abstract

This study investigated the pattern problems posed by middle school mathematics preservice teachers using multiple representations to determine both their pattern knowledge levels and their abilities to transfer this knowledge to students. The design of the study is the survey method, one of the quantitative research methods. The study group was composed of 30 middle school mathematics preservice teachers attending their last year at a state university in Turkey. The Pattern Problem Posing Test with Multiple Representation (PPPTMR), developed by the researchers, was used as the data collection tool. It was identified that preservice teachers’ performances when posing pattern problems based on different forms of representations differed according to their knowledge levels and a student level. It was observed that preservice teachers were more successful in using tables in the pattern problems they posed at their levels. Also, they were more skillful at using figures as representations when they posed the pattern problems at a student level. It was also determined that preservice teachers’ performances when posing pattern problems using different representations at their own levels was higher than their performances when posing problems at a student level.