Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
Use of learning trajectories based instruction to restructure pre-service elementary teachers’ mathematical content and student knowledge
Download
index.pdf
Date
2015
Author
Yılmaz, Zuhal
Metadata
Show full item record
Item Usage Stats
225
views
100
downloads
Cite This
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 collected in the study. The analysis of pre-test data showed that majority of PTs had a limited MCK and SK of equipartitioning related ideas. They exhibited serious mathematical misconceptions and errors. They rarely utilized multiple representations and strategies in their solutions. In addition, PTs exhibited a limited ability to anticipate students’ mathematics. The analysis of the post-test data showed that LTBI helped PTs to enhance their prior MCK and SK. They remediated their misconceptions and errors and utilized multiple mathematical strategies and representations, They started to anticipate a variety of students’ mathematical strategies and misconceptions along with rich and accurate.mathematical explanations. The findings of this study suggested an emergent framework of knowledge restructuring practices of PTs. They employed seven practices for their MCK and four practices for SK. PTs exhibited remediating and shifting, expanding and challenging practices for restructuring Common Content Knowledge, internalizing and sizing up practices for Specialized Content Knowledge, connecting and generalizing practices for Horizon Content Knowledge. They exhibited distinguishing and recognizing, anticipating, ordering and empathizing practices for restructuring their SK.
Subject Keywords
Partitions (Mathematics
,
Mathematics
,
Student teachers
,
Mathematics teachers
,
Pedagogical content knowledge.
,
Elementary school teachers.
URI
http://etd.lib.metu.edu.tr/upload/12619059/index.pdf
https://hdl.handle.net/11511/24699
Collections
Graduate School of Social Sciences, Thesis
Suggestions
OpenMETU
Core
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...
Promoting and investigating pre-service middle school mathematics teachers' TPACK-practical development in the context of an undergraduate course
Koştur, Merve; Haser, Çiğdem; Department of Elementary Education (2018)
The purpose of the study was to enhance and investigate the technological pedagogical content knowledge-practical (TPACK-P) development of pre-service middle school mathematics teachers (PMTs) through the Technology Use in Mathematics Education (TUME) course aiming TPACK-P development in three pedagogical domains: Assessment, Planning and Design, and Enactment. TUME course was designed and implemented based on four principles driven from the TPACK and TPACK-P frameworks which were transformative approach, c...
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,...
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
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
Z. Yılmaz, “Use of learning trajectories based instruction to restructure pre-service elementary teachers’ mathematical content and student knowledge,” Ph.D. - Doctoral Program, Middle East Technical University, 2015.
