[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588229-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-588229-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","the-effect-of-error-based-activities-on-the-reflective-thinking-skills-of-pre-service-elementary-education-mathematics-teachers-study","THE EFFECT OF ERROR-BASED ACTIVITIES ON THE REFLECTIVE THINKING SKILLS OF PRE-SERVICE ELEMENTARY EDUCATION MATHEMATICS TEACHERS - Study","","The study investigates how error-based activities affect reflective thinking processes in pre-service elementary education mathematics teachers. Qualitative research was conducted with six pre-service teachers from a Turkish university during the spring term of the 2017–2018 academic year. Data were gathered through diaries and face-to-face interviews, then analyzed through coding based on predetermined conceptual framework responses. Findings indicate positive effects of error-based activities on teachers’ thinking processes and that reflective thinking improved across the week.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-effect-of-error-based-activities-on-the-reflective-thinking-skills-of-pre-service-elementary-education-mathematics-teachers-study/588229/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-effect-of-error-based-activities-on-the-reflective-thinking-skills-of-pre-service-elementary-education-mathematics-teachers-study/588229.png","ImageObject",300,407,{"name":42,"@type":43},"Aditya","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the purpose of the study described in the document?","Question",{"text":63,"@type":64},"The study aims to investigate the effect of error-based activities on the reflective thinking processes of pre-service elementary education mathematics teachers.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the research carried out and what data sources were used?",{"text":68,"@type":64},"Qualitative research involved six pre-service teachers. Diaries were used for data collection, and face-to-face interviews were conducted and analyzed through coding based on a predetermined conceptual framework.",{"name":70,"@type":61,"acceptedAnswer":71},"What did the results show about error-based activities?",{"text":72,"@type":64},"The findings reveal that error-based activities had positive effects on the pre-service teachers’ thinking processes, and their reflective thinking processes positively changed over the week.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},588229,1792165299,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","THE EFFECT OF ERROR-BASED ACTIVITIES ON THE REFLECTIVE THINKING SKILLS OF PRE-SERVICE ELEMENTARY EDUCATION MATHEMATICS TEACHERS  \nZekiye MORKOYUNLU, Solmaz Damla ALTUN  \nAbstract: The purpose of the current study is to investigate the effect of error-based activities on the reflective thinking processes of pre-service elementary education mathematics teachers. To this end, qualitative research method was employed. The current study was carried out with the participation of six pre-service elementary education mathematics teachers attending a university in Turkey in the spring term of the 2017-2018 academic year. In order to collect the data in the study, the participating pre-service teachers were asked to write diaries and face-to-face interviews were conducted with them. The collected data were analyzed by coding them on the basis of the pre-service teachers’ responses to the questions asked to them in line with the pre-determined conceptual framework. The obtained data have revealed that the error-based activities had positive effects on the pre-service teachers’ thinking processes. In addition to this, the pre-service teachers’reflective thinking processes positively changed over the week  \nKey words: error-based activity, reflective thinking skill, pre-service elementary education mathematics teacher  \n1. Introduction  \nIn order to learn mathematics meaningfully and to use it in real life, it is necessary to learn mathematics as a language and to use the names and objects of the language of mathematics such as numbers, measurements, data, patterns effectively. To do so, it is important to be able to capitalize on abilities such as creating associations between topics and concepts, establishing mathematical communication, solving problems by choosing and trying strategies and reasoning in the process of learning mathematics (Heemsoth & Heinze, 2016) . The accomplishment of all these depends on the thinking process of the individual. In particular, problem solving and reasoning processes cannot be performed effectively without reflective thinking skill, one of the higher-order thinking skills.  \nThinking, especially reflective thinking or inquiry, is essential for both teachers and students. Most people agree that reflection is at the core of learning (Lundquist, 1999) . Reflective thinking is defined by Dewey as “an active, permanent and careful evaluation of any belief or assumed form of knowledge in the light of the reasons supporting it and the consequences it might yield”(Dewey, 1933) . According to this definition, reflective thinking can also be thought of as a meaning-making process through which the student goes from one experience to another and develops a deeper understanding of the relationships between different experiences and ideas.  \nThe individual reflects on his/her own thinking and experiences while reasoning in the learning process and this process of reflection leads to the formation of actions. Only in this way he/she can develop problem solving and construct new knowledge. The process of learning mathematics involves abilities such as creating associations between topics and concepts, establishing mathematical communication, solving problems by choosing and trying strategies and reasoning. In order to make these processes effective, it is necessary to have higher-order thinking skills. Another dimension of meaningful learning in mathematics is the reflective thinking skill, which is accepted as one of the higher-order thinking skills (Erdoğan and Şengül, 2018; Kramarski Weiss and Sharon, 2013; Albayrak, Şimşek and Yazıcı, 2018; Agustan Juniati, and Siswono, 2017; Odafe, 2008) .  \nIn our minds, the construction of new knowledge takes place through the reflections made on prior knowledge. Reflection becomes the most evident when new experiences contradict our previous understanding. What is important here is the effective use of reflection on prior experiences to make sense of new information (Lundquist","cbCairaronSCl9ox","https://ap.wps.com/l/cbCairaronSCl9ox","pdf",252999,13,"English","# 1. Introduction\n## 1.1 Reflective thinking and higher-order learning\n## 1.2 Errors as learning opportunities\n## 1.3 Teacher roles and implications for mathematics learning","[{\"question\":\"What is the purpose of the study described in the document?\",\"answer\":\"The study aims to investigate the effect of error-based activities on the reflective thinking processes of pre-service elementary education mathematics teachers.\"},{\"question\":\"How was the research carried out and what data sources were used?\",\"answer\":\"Qualitative research involved six pre-service teachers. Diaries were used for data collection, and face-to-face interviews were conducted and analyzed through coding based on a predetermined conceptual framework.\"},{\"question\":\"What did the results show about error-based activities?\",\"answer\":\"The findings reveal that error-based activities had positive effects on the pre-service teachers’ thinking processes, and their reflective thinking processes positively changed over the week.\"}]","THE EFFECT OF ERROR-BASED ACTIVITIES ON THE REFLECTIVE THINKING SKILLS OF PRE-SERVICE ELEMENTARY EDUCATION MATHEMATICS TEACHERS - Study | PDF",1792064795,33]