Investigation of teaching of derivatives in the flipped learning environment on the conceptual and procedural knowledge of mathematics tecaher candidates

Constant changes and developments have also changed the expectations of the individual-society from the education-teaching processes. While the traditional approaches in which the student assumes a passive role lose their importance, instead, approaches that care about individual differences, put the student and learning first and take an active role in the learning process, and create interaction-communication opportunities come to the fore. One of these approaches is the flipped classroom (FC) model, which integrates technology into the learning process and allows the classroom process to be structured for more meaningful learning. In this study, it was aimed to reveal the effect of derivative teaching with the FC method on the conceptual and procedural knowledge of Secondary School Mathematics Teaching 1st year students, the problems encountered in the conceptual and procedural knowledge of the students, and the difficulties experienced by the students and the researcher teacher during the FC application process. Mixed research method was used in the study and the quantitative part of the research is in the form of a quasi-experimental design with pretest-posttest control group. The study group of the research consists of 54 first-year college students studying at Kastamonu University Faculty of Education Elementary Mathematics Teaching Program in the fall semester of the 2019-2020 academic year. The study group was divided into two groups as control (n=27) and experimental (n=27). No intervention was made in the control group, and teaching was continued with traditional teacher-centered approaches. In the experimental group, a design in which the flipped classroom approach was applied was applied. The students came ready to the subject after working on the content before the lesson and the face-to-face part of the teaching was structured in a way that would enable the students to be more active. The results of the independent groups t-test analysis applied to the experimental and control group averages indicated that there was no significant difference between the experimental and control groups in terms of operational post-test scores (p=0,090; p>0,05), but there was a significant difference in terms of conceptual post-test scores (p=0,009; p<0,05). In the study, students' procedural knowledge came to the fore, and the different representations of the derivative in conceptual knowledge and the associations between these representations and the deficiencies in the knowledge that is the basis of the derivative were determined. It was observed that the students made generally positive evaluations about the model. The dynamic nature of the TYS model is thought to have the potential to increase students' conceptual knowledge.