Investigating the Preservice Primary School Teachers’ Mathematical Knowledge in Teaching of Division Operation

Date

2023-9-1

Author

Balcı, Ekin

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The aim of the study is to investigate preservice primary school teachers’ mathematical knowledge in teaching regarding division operation according to the Knowledge Quartet Model. The qualitative research, specifically the case study approach, was used as a research design. The study was conducted with two preservice primary school teachers studying at a foundation university in Ankara, and they were selected through convenient sampling. The data were collected via readiness tests, observations, lesson plans, and semi-structured interviews. The data were analyzed through the Knowledge Quartet Model. The results demonstrated that preservice primary school teachers’ definitions of division operation were ill-defined before the teaching practice in a real classroom setting; however, after they prepared lesson plans and had their teaching practice, there was an improvement in their definitions of division operation. Furthermore, it was observed that preservice teachers relied on and used standard algorithms very often before and during teaching implementation. Additionally, their usage of examples, representations, demonstrations, and materials was limited and lacked diversity while planning and implementing the lesson. It was also seen that they had difficulties while handling unexpected moments during teaching.

Subject Keywords

Preservice Primary School Teachers, Mathematical Knowledge in Teaching, Knowledge Quartet Model, Division Operation

URI

https://hdl.handle.net/11511/105386

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Graduate School of Natural and Applied Sciences, Thesis