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

Download

index.pdf

Date

2014

Author

Yılmaz, Nurbanu

Metadata

Show full item record

Item Usage Stats

243
views

107
downloads

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

Collections

Graduate School of Natural and Applied Sciences, Thesis

Suggestions

OpenMETU
Core

An Investigation into middle school mathematics teachers‟ subject matter knowledge and pedagogical content knowledge regarding the volume of 3D solids Tekin Sitrava, Reyhan; Işıksal Bostan, Mine; Department of Elementary Education (2014) The purpose of this study was to examine middle school mathematics teachers' subject matter knowledge and pedagogical content knowledge of the volume of 3D solids. In order to achieve the purpose of the study, four middle school teachers working in public schools in Ankara participated in the study. To get deep and rich answers to research questions asked, qualitative methodology was used.Participants were selected through purposeful sampling. Data was gathered via questionnaire, semi-structured interviews,...
An investigation of middle school mathematics teachers' knowledge for teaching algebra Yilmaz, Nurbanu; Erbaş, Ayhan Kürşat (2017-01-01) The purpose of this study was to investigate middle school mathematics teachers' knowledge for teaching algebra. The participants of the study were 48 mathematics teachers from various middle schools. A questionnaire was conducted in order to collect data about the teachers' knowledge related to teaching of algebra. The results showed that the participating teachers were competent in making transitions among different algebraic representations. However, they had difficulties in explaining the conceptual bas...
A Meta-Synthesis Study Identifying the Landscapes of Pre- and In-service Math Teachers' Knowledge in the Turkish Context GULMEZ-DAG, Gulcin; Yıldırım, Ali (2016-01-01) This study aims to present a synthesis of empirical studies conducted in Turkey on pre- and in-service math teachers' knowledge and to recapitulate the existing conceptualization in this particular line of research in the local context. Considering the interwoven and sophisticated nature of teachers' knowledge (Seidel & Shavelson, 2007), it sets out to enhance the understanding on what constitutes and should constitute these math teachers' knowledge by discovering the frequently studied research strands in ...
A study on pre-service elementary mathematics teachers’ subject matter knowledge and pedagogical content knowledge regarding the multiplication and division of fractions Işıksal, Mine; Çakıroğlu, Erdinç; Department of Secondary Science and Mathematics Education (2006) The purpose of this study was to examine pre-service mathematics teachers’ subject matter knowledge, pedagogical content knowledge, and the relationships between the two on multiplication and division of fractions. For this purpose, pre-service teachers’ understanding of key facts, concepts, principles, and proofs, their knowledge on common (mis)conceptions and difficulties held by the elementary students, their strategies of teaching these concepts, and representations they use to reason their understandin...
Use of learning trajectories based instruction to restructure pre-service elementary teachers’ mathematical content and student knowledge Yılmaz, Zuhal; Haser, Çiğdem; Department of Elementary Education (2015) The purpose of this study was to explore elementary pre-service teachers’ (PTs) mathematical content knowledge (MCK) and student knowledge (SK) restructuring practices for equipartitioning related mathematical ideas. Nine senior PTs from a private university located southeastern part of the Turkey were voluntarily participated to Learning Trajectories Based Instruction (LTBI) teaching experiment. Classroom video data, written works of PTs, pre-post tests and field notes were the main sources of the data col...

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.