Knowledge-in-action for crafting mathematics problems in realistic contexts

Date

2022-06-01

Author

Sevinç, Şerife

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

94
views

0
downloads

This study articulates the epistemological support of reflective practices for the professional practice of crafting mathematics problems in realistic contexts. The data were collected from 15 middle school pre-service mathematics teachers in two semesters as they were generating problems and engaging in three reflective practices, which served to elicit their knowledge-in-action. The prospective teachers' reflections indicated that the knowledge-in-action for crafting realistic mathematics problems encompassed various but particular forms of the content; that is, pedagogical, curricular, and interdisciplinary forms of the content. Thus, particularly for the professional practice of crafting realistic mathematics problems, the prospective teachers identified epistemological supports that blended not only content and pedagogy but also other knowledge dimensions, which have crucial implications for mathematics teacher education.

Subject Keywords

Teacher knowledge, Knowledge-in-action, PCK-in-action, Contextual mathematics problems, PEDAGOGICAL CONTENT KNOWLEDGE, TEACHER-EDUCATION, REFLECTION

URI

https://hdl.handle.net/11511/100688

Journal

JOURNAL OF MATHEMATICS TEACHER EDUCATION

DOI

https://doi.org/10.1007/s10857-022-09541-8

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Review of Studies Related to Pedagogical Content Knowledge in the Context of Science Teacher Education: Turkish Case Aydin, Sevgi; Boz, Yezdan (2012-12-01) As a review study, the present study was carried out in order to introduce PCK construct to researchers and evaluate which aspects of PCK were studied in our country, and, finally, make recommendations in light of the analysis of the studies for further research. For this purpose, ERIC database, YOK (Higher Education Council) database were searched by using "Pedagogical Content Knowledge" as keyword. Moreover, journals published in Turkey and which are possible to be reached electronically were searched usi...
Investigating perceptions of preservice mathematics teachers on their technological pedagogical content knowledge (TPACK) regarding geometry Bulut, Aykut; Işıksal Bostan, Mine; Department of Elementary Science and Mathematics Education (2012) The aim of this study is to investigate perceptions of preservice mathematics teachers’ technological pedagogical content knowledge (TPACK) regarding geometry. In addition, the purpose is to examine the relationships among the components of TPACK. Moreover, possible gender and year of enrollment differences related to preservice mathematics teachers’ technological pedagogical content knowledge dimensions are examined. This research study has been conducted with 780 preservice mathematics teachers who are en...
Technological pedagogical content knowledge (tpack) development of preservice middle school mathematics teachers in statistics teaching: a microteaching lesson study Kurt, Gamze; Çakıroğlu, Erdinç; Department of Elementary Education (2016) The current study examined the development of technological pedagogical content knowledge (TPACK) of preservice mathematics teachers in statistics teaching with virtual manipulatives in the context of a microteaching lesson study (MLS). Since “technology integration is described by how and why it is used rather its amount or type”, integrating technology into education necessitates investigation of instructional uses of digital tools and resources (Earle, 2002, p. 8). TPACK framework suggested by Koehler an...
Interaction among Contextual Knowledge and Pedagogical Content Knowledge: Sociocultural Perspective Şen, Mehmet; Öztekin, Ceren (Turkish Education Association, 2019-01-01) This study examined middle school science teachers' contextual knowledge, pedagogical content knowledge and impact of contextual knowledge on pedagogical content knowledge based on sociocultural perspective. Data were collected from two teachers through semi-structured contextual knowledge interview, semi-structured pedagogical content knowledge interview, and classroom observations and then data were analyzed by deductive and inductive coding. Findings revealed four assertions regarding how teachers' conte...
Assessment of preservice mathematics teachers’ knowledge for teaching statistics Mercimek, Oktay; Erbaş, Ayhan Kürşat; Department of Secondary Science and Mathematics Education (2013) The purpose of this study is to assess preservice teachers’ mathematical knowledge for teaching statistics (MKT-S). For this purpose, MKT-S instrument consisting of two dimensions, ‘content knowledge’ (CK) and ‘pedagogical content knowledge’ (PCK) was developed, and applied to 659 preservice middle school mathematics teachers (PTs). Confirmatory factor analysis showed that CK and PCK are two different dimensions of mathematical knowledge of teaching statistics. It was found that CK factor scores were highly...

Citation Formats

Ş. Sevinç, “Knowledge-in-action for crafting mathematics problems in realistic contexts,” JOURNAL OF MATHEMATICS TEACHER EDUCATION, pp. 0–0, 2022, Accessed: 00, 2022. [Online]. Available: https://hdl.handle.net/11511/100688.