A Comparative analysis of mathematics teacher content knowledge examinations in Turkey and Texas

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Date

2014

Author

Yılmaz, Nurbanu

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The purpose of this study was to investigate and compare elementary and secondary mathematics teacher content knowledge examinations in Turkey and Texas. In this study, the examinations were analyzed regarding at which curricular levels each item was, which field of mathematics was included in the item, at which component of cognitive domain the item was, and which domains of mathematics teacher knowledge were included in the items. It is found that the items of the examinations in Turkey mostly included subject matter knowledge from high school and beyond, whereas the items of the examinations in Texas were mostly from elementary and high school levels. Moreover, items in the examinations in Turkey and Texas mostly included pedagogical content knowledge from below or at the level the prospective teacher would teach. It was found that subject matter knowledge items of the examination in Turkey were mostly from the fields of algebra, calculus, and geometry, whereas the subject matter knowledge items of the examination in Texas were mostly from the fields of algebra. Moreover, it was found that most of the items included identification and use of routine and familiar mathematical procedures in the examinations in Turkey and Texas. Although examinations did not display substantial differences regarding the inclusion of subject matter knowledge, there were some differences in the distribution of pedagogical

Subject Keywords

Mathematics teachers., Teachers, Cognitive learning theory., Learning, Psychology of., Pedagogical content knowledge., Mathematics

URI

http://etd.lib.metu.edu.tr/upload/12618148/index.pdf
https://hdl.handle.net/11511/24167

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Graduate School of Natural and Applied Sciences, Thesis

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Citation Formats

N. Yılmaz, “A Comparative analysis of mathematics teacher content knowledge examinations in Turkey and Texas,” M.S. - Master of Science, Middle East Technical University, 2014.