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Dergiler / Kuram ve Uygulamada Eğitim Bilimleri / 2016 / Cilt: 16 - Sayı: 3

Analysis of Pedagogical Content Knowledge Studies in the Context of Mathematics Education in Turkey

NURULLAH ŞİMŞEK
Nihat BOZ
Sayfa
799–826
DOI
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

In addition it was found that qualitative approach was dominant methodology of these studies and algebra was the mostly studied mathematical context

📌 3 Maddede Bu Makale

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Amaç & Hipotez:Studies that explore pedagogical content knowledge (PCK) in the field of mathematics education date back to the turn of the century in Turkey.
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Temel Bulgular & Veri:As part of this study, 56 studies, which include 24 dissertations, 27 articles, and five proceedings all published between 2004 and 2015, have been analyzed.
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Sonuç & Katkı:In addition it was found that qualitative approach was dominant methodology of these studies and algebra was the mostly studied mathematical context
🔬Tür:Araştırma Makalesi
📍Kapsam:2004 Verileri
⚙️Değişkenler:Alan Parametreleri

Özet

Studies that explore pedagogical content knowledge (PCK) in the field of mathematics education date back to the turn of the century in Turkey. In recent years, studies on PCK have gained momentum. Master's theses and doctoral dissertations have been written on PCK. In this context, there is a need to analyze the studies on PCK in Turkey to discover the dominant trends and to determine the gaps in the field. Understanding the current situation is important and essential for researchers in this field. Thus, this study analyzes PCK studies in the field of mathematics education in Turkey by using the meta-synthesis approach. As part of this study, 56 studies, which include 24 dissertations, 27 articles, and five proceedings all published between 2004 and 2015, have been analyzed. These studies were analyzed thematically and methodologically. Analyses of these works revealed that most of the studies had concentrated on determining the existing PCK of teacher candidates and that the most extensively studied PCK components were knowledge about students and knowledge of teaching strategies and representations. In addition it was found that qualitative approach was dominant methodology of these studies and algebra was the mostly studied mathematical context

Abstract

Studies that explore pedagogical content knowledge (PCK) in the field of mathematics education date back to the turn of the century in Turkey. In recent years, studies on PCK have gained momentum. Master's theses and doctoral dissertations have been written on PCK. In this context, there is a need to analyze the studies on PCK in Turkey to discover the dominant trends and to determine the gaps in the field. Understanding the current situation is important and essential for researchers in this field. Thus, this study analyzes PCK studies in the field of mathematics education in Turkey by using the meta-synthesis approach. As part of this study, 56 studies, which include 24 dissertations, 27 articles, and five proceedings all published between 2004 and 2015, have been analyzed. These studies were analyzed thematically and methodologically. Analyses of these works revealed that most of the studies had concentrated on determining the existing PCK of teacher candidates and that the most extensively studied PCK components were knowledge about students and knowledge of teaching strategies and representations. In addition it was found that qualitative approach was dominant methodology of these studies and algebra was the mostly studied mathematical context

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Bu Makaleye Atıf Yap

ŞİMŞEK, N., BOZ, N. (2016). Analysis of Pedagogical Content Knowledge Studies in the Context of Mathematics Education in Turkey. Kuram ve Uygulamada Eğitim Bilimleri, Cilt: 16 - Sayı: 3, 799–826. https://ajindex.com/articles/400416

Kaynakça (12)

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  2. Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407.
  3. Baxter, J. A., & Lederman, N. G. (1999). Assessment and content measurement of pedagogical content knowledge. In J. Gess-Newsome (Ed.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 147-162).
  4. Hingham, MA: Kluwer Academic Publishers.
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  7. Depaepe, F., Verschaffel, L., & Kelchtermans, G. (2013). Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematics educational research. Teaching and Teacher Education, 34, 12-25.
  8. Erkuş, A. (2013). Davranış Bilimleri İçin Bilimsel Araştırma Süreci [The scientific research process for behavioral sciences]. Ankara, Turkey: Seçkin Yayıncılık. Gess-Newsome, J. (1999). Pedagogical content knowledge: An introduction and orientation to the nature, sources and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 3-17).
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  10. The making of a teacher. New York, NY: Teachers College Press.
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  12. Hill, H., C., Rowan, B., & Ball, D. L. (2005). Effects of teachers' mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371-406. Pre-ser