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EXAMINING MIDDLE SCHOOL MATHEMATICS TEACHERS' PEDAGOGICAL CONTENT KNOWLEDGE IN THE CONTEXT OF FUNCTIONAL THINKING
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Rumeysa-Uzun-MS-Thesis.pdf
Date
2024-8-27
Author
Uzun, Rumeysa
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The purpose of this study was to examine the pedagogical content knowledge of middle school mathematics teachers in the context of functional thinking. The participants of the study were five middle school mathematics teachers (MSMTs) working in a public middle school in Istanbul. Semi-structured interview questions related to two tasks were directed to the MSMTs. Individual semi-structured interviews lasting approximately 40 minutes were conducted with the participants. A qualitative design was used in this study. As a result of this study, when MSMTs were asked about students’ possible correct solutions, they mostly expected students to find the rule to reach the general term without relating to the context or figure in the tasks. MSMTs mostly used the figures in the tasks only to find the difference between the steps, which showed that MSMTs focused on numerical relationships rather than the model. When MSMTs were asked about possible incorrect solutions from students, they were found to be aware of some common students' mistakes. When MSMTs were asked the reasons for students' mistakes, they gave superficial answers, which showed that they had limited knowledge on this subject. When MSMTs were asked how to overcome students' mistakes, they were found to have limited knowledge in helping students overcome their mistakes. Given different students’ answers, when MSMTs were asked how the student might have thought, most MSMTs were able to explain how the student thought. When MSMTs were asked what they would do next with these students, MSMTs were found to have difficulty developing strategies for what to do next with the students who answered correctly.
Subject Keywords
Functional thinking, Pedagogical content knowledge, Middle school mathematics teacher, Mathematical knowledge for teaching
URI
https://hdl.handle.net/11511/111463
Collections
Graduate School of Natural and Applied Sciences, Thesis
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R. Uzun, “EXAMINING MIDDLE SCHOOL MATHEMATICS TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE IN THE CONTEXT OF FUNCTIONAL THINKING,” M.S. - Master of Science, Middle East Technical University, 2024.
