SavedAdd your journal

Journals / International Online Journal of Primary Education (IOJPE) / 2017 / Cilt: 6 - Sayı: 1

EXAMINATION OF THE PEDAGOGICAL CONTENT KNOWLEDGE OF MATHEMATICS TEACHERS

Burçin GÖKKURT ÖZDEMİR
Yasin SOYLU
Pages
26–39
Publication Date
2017-06-30
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

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

Therefore, it was suggested that teachers develop their pedagogical content knowledge through in-service courses in line with curriculum targets.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Mathematics education consists of numerous factors, and a vital factor is teachers.
📊
Key Findings & Data:Therefore, well-trained teachers play a crucial role in the education system.
💡
Conclusion & Impact:Therefore, it was suggested that teachers develop their pedagogical content knowledge through in-service courses in line with curriculum targets.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Instructional explanations · mathematics teaching · pedagogical content knowledge.

Abstract

Mathematics education consists of numerous factors, and a vital factor is teachers. Therefore, well-trained teachers play a crucial role in the education system. In this context, the pedagogical content knowledge of teachers forms a vital foundation for effective mathematics teaching. The study aimed to examine the pedagogical content knowledge of mathematics teachers. Forty-one mathematics teachers took part in this study. The qualitative research method was applied and eight open-ended questions were asked for data gathering purposes. The content and descriptive analysis methods were used for data analysis. The study showed that the instructional explanations of teachers were typically at their strumental level (content-level). Accordingly, it can be conferred that teachers lack the sufficient level of conceptual knowledge required for the effective mathematics teaching that is the aim of the curriculum. Therefore, it was suggested that teachers develop their pedagogical content knowledge through in-service courses in line with curriculum targets.

🔖

Cite This Article

ÖZDEMİR, B. G., SOYLU, Y. (2017). EXAMINATION OF THE PEDAGOGICAL CONTENT KNOWLEDGE OF MATHEMATICS TEACHERS. International Online Journal of Primary Education (IOJPE), Cilt: 6 - Sayı: 1, 26–39. https://ajindex.com/articles/852819

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (12)

  1. Aksu, M,, Demir, C. & Sümer, Z. (1998, Ekim). Matematik öğretmenlerinin ve öğrencilerinin matematik hakkındaki inançları. III. Ulusal Fen Bilimleri Sempozyumu. Trabzon:Karadeniz Teknik Üniversitesi.
  2. An, S, Kulm,G.,& Wu, Z. (2004). Thepedagogicalcontentknowledge of middleschool, mathematicsteachers in China and the U.S. Journal of MathematicsTeacherEducation, 7(2),145–172.
  3. Azim, D. S.(1995). Preservice elementary teachers’ understanding of multiplication with fractions.(Unpublished doctoral dissertation). Washington StateUniversity. Baki, A. (2006). The mathematical understandings that prospective teachers bring to teacher educationKuramdan uygulamaya matematik eğitimi(3.baskı).Trabzon: Derya Kitapevi. Ball, D.L. (1990a). Themathematicalunderstandingsthatprospectiveteachersbringtoteachereducation. TheElementary School Journal, 90(4), 449-466.
  4. Ball, D. L. (1990b). Prospectiveelementary and secondaryteachers understanding of division. JournalforResearch in MathematicsEducation, 21(2), 132-144.
  5. Baskan, G. A. (2001). Öğretmenlik mesleği ve öğretmen yetiştirmede yeniden yapılanma. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 20,16–25.
  6. Baştürk, S.& Dönmez, G.(2011). Examiningpre-service teachers’ pedagogicalcontentknowledgewithregardtocurriculumknowledge. International Online Journal of EducationalSciences, 3(2), 743-775.
  7. Batura, A. & Nason, R. (1996). Studentteachers’subjectmatterknowledgewithinthe domain of areameasurement. EducationalStudies in Mathematics, 31(3), 235-268.
  8. Bolat, M. & Sözen, M. (2009). Knowledge levels of prospectivescience and physicsteachers on basicconcepts on sound (sample of Samsun city). Procedia Social andBehavioral Science, 1,1231–1238.
  9. Borko, H., Eisenhart, M., Brown, C. A., Underhill,R. G., Jones,D.,&Agard,P. C.(1992). Learning toteach hard mathematics: do noviceteachers and theirinstructorsgiveuptooeasily? JournalforResearch in MathematicsEducation, 23(3), 194-222.
  10. Bukova-Güzel, E., Cantürk-Günhan, B., Kula, S., Özgür, Z.,&Elçi, A. N.(2013). Scaledevelopmentforpre-service mathematics teachers’ perceptionsrelatedtotheirpedagogicalcontentknowledge. South AfricanJournal of Education, 33(2), 1-21.
  11. Canbazoğlu, S. (2008).Fen bilgisi öğretmen adaylarının maddenin tanecikli yapısı ünitesine ilişkin pedagojik alan bilgilerinin değerlendirilmesi.(Yayımlanmamış yüksek lisans tezi). Gazi Üniversitesi,
  12. Eğitim Bilimleri Enstitüsü, Ankara. Cluff,J. J. (2005). Fractionmultiplication and divisionimagechange in pre-service elementaryteachers. Ma