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Journals / Türk Bilgisayar ve Matematik Eğitimi Dergisi / 2014 / Cilt: 5 - Sayı: 3

Examining the Development of Secondary Mathematics Teachers’ Pedagogical Content Knowledge on Numbers

Ortaokul Matematik Öğretmenlerinin Sayılarla İlgili Pedagojik Alan Bilgilerinin Gelişiminin İncelenmesi

Ömer Şahin
Emrullah Erdem
Kani Başıbüyük
Burçin Gökkurt
Yasin Soylu
Pages
207–230
Publication Date
2014-12-24
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Cross-sectional comparative study, which is among the descriptive research designs, was used in this research. it was observed that the secondary mathematics teachers’ levels of knowledge of understanding students and knowledge of instructional strategies, which constitute two sub-components of pedagogical content knowledge, exhibited development from their third-year in university to the period in which they carry out teaching professionKey Words: Pedagogical content knowledge, pre-service mathematics teacher, student knowledge, instructional strategies knowledge

📌 3 Key Takeaways

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Objective & Hypothesis:The aim of our research is to determine the change in the pedagogical content knowledge levels of the teachers on numbers in the period from their university education to their active teaching profession.
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Key Findings & Data:The sample of the study is composed of a total of 210 people, 67 of whom are third grade pre-service mathematics teacher, 98 of whom are 4th grade pre-service mathematics teachers and 45 of whom are mathematics teachers who are working in various provinces of Turkey.
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Conclusion & Impact:Cross-sectional comparative study, which is among the descriptive research designs, was used in this research. it was observed that the secondary mathematics teachers’ levels of knowledge of understanding students and knowledge of instructional strategies, which constitute two sub-components of pedagogical content knowledge, exhibited development from their third-year in university to the period in which they carry out teaching professionKey Words: Pedagogical content knowledge, pre-service mathematics teacher, student knowledge, instructional strategies knowledge
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Pedagojik alan bilgisi · matematik öğretmeni adayı · öğrencileri anlama bilgisi

Abstract

The aim of our research is to determine the change in the pedagogical content knowledge levels of the teachers on numbers in the period from their university education to their active teaching profession. The sample of the study is composed of a total of 210 people, 67 of whom are third grade pre-service mathematics teacher, 98 of whom are 4th grade pre-service mathematics teachers and 45 of whom are mathematics teachers who are working in various provinces of Turkey. As for the data collection tools of this research, “Mathematics Pedagogical Content Knowledge Test (MPCKT)” was used. Cross-sectional comparative study, which is among the descriptive research designs, was used in this research. it was observed that the secondary mathematics teachers’ levels of knowledge of understanding students and knowledge of instructional strategies, which constitute two sub-components of pedagogical content knowledge, exhibited development from their third-year in university to the period in which they carry out teaching professionKey Words: Pedagogical content knowledge, pre-service mathematics teacher, student knowledge, instructional strategies knowledge

Özet

Bu çalışmanın amacı; öğretmenlerin sayılarla ilgili pedagojik alan bilgi düzeylerinin üniversite eğitimlerinden aktif öğretmenlik mesleğine kadar olan süreçte nasıl değiştiğini tespit etmektir. Çalışmanın örneklemini, ilköğretim matematik öğretmenliği programında öğrenim gören 67 üçüncü sınıf öğretmen adayı, 98 dördüncü sınıf matematik öğretmeni adayı ve Türkiye’nin farklı illerinde görev yapan 45 matematik öğretmeni olmak üzere toplam 210 kişi oluşturmaktadır. Araştırmada veri toplama aracı olarak Matematik Pedagojik Alan Bilgi Testi (MPABT) kullanılmıştır. Bu araştırmada, betimsel araştırma yöntemlerinden biri olan enlemesine (kesitsel) araştırma yöntemi kullanılmıştır. Çalışma sonunda, ilköğretim matematik öğretmenlerinin öğrencileri anlama bilgisi ve öğretim stratejileri bilgilerine ilişkin pedagojik alan bilgilerinin zamanla geliştiği ortaya çıkmıştır.Anahtar Kelimeler: Pedagojik alan bilgisi, matematik öğretmeni adayı, öğrencileri anlama bilgisi, öğretim stratejileri bilgisi

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Cite This Article

Şahin, Ö., Erdem, E., Başıbüyük, K., Gökkurt, B., Soylu, Y. (2014). Examining the Development of Secondary Mathematics Teachers’ Pedagogical Content Knowledge on Numbers. Türk Bilgisayar ve Matematik Eğitimi Dergisi, Cilt: 5 - Sayı: 3, 207–230. https://ajindex.com/articles/241307

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