Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
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
An Investigation of pre-service middle school mathematics teachers‟ ability to connect the mathematics in content courses with the middle school mathematics
Download
index.pdf
Date
2015
Author
Dilberoğlu, Merve
Metadata
Show full item record
Item Usage Stats
273
views
129
downloads
Cite This
This study investigated if and how preservice middle school mathematics teachers related the mathematical knowledge addressed in general mathematics content courses in a four-year teacher education program to their future teaching of middle school mathematics. The study involved two interrelated sections. On one hand, preservice middle school mathematics teachers' views on the issue were gathered through asking open-ended questions via a semi-structured interview protocol. On the other hand, their performance on a structured task-based interview was observed in order to find out how they utilized their mathematical knowledge of number theory concepts developed in the specific course Basic Algebraic Structures in conducting mathematical tasks of teaching. Semi-structured interview protocol and structured task-based interview protocol were prepared by the researcher. Participants of the study were 14 preservice middle school mathematics teachers who were enrolled in 3rd and 4th years of the teacher education program. Findings revealed that preservice teachers had conflicting views about the content courses. They considered the mathematics learned in general content courses as higher level, irrelevant to middle school mathematics and not applicable to teaching of middle school mathematics, but also as constituting the base for middle school mathematics. Participants' work on the four mathematical tasks of teaching provided several perspectives on the extent to which they were able to use their knowledge from Basic Algebraic Structures course in the teaching of middle school mathematics. Although the participants were selected from among the most competent ones in the Basic Algebraic Structures course and also in teaching related courses, many of them had difficulties with relating their mathematical knowledge from the course to given teaching tasks.
Subject Keywords
Mathematics
,
Number theory
,
Student teachers
,
Teaching
URI
http://etd.lib.metu.edu.tr/upload/12619063/index.pdf
https://hdl.handle.net/11511/24852
Collections
Graduate School of Natural and Applied Sciences, Thesis
Suggestions
OpenMETU
Core
An Analysis of prospective middle school mathematics teachers‘ argumentation structures in technology and paper-pencil environments
Erkek, Özlem; Işıksal Bostan, Mine; Department of Elementary Education (2017)
The purpose of the current study was to investigate the nature of argumentation structures of prospective middle school mathematics teachers while solving geometry tasks within the GeoGebra and Paper-Pencil groups. The study employed qualitative case study design and the data of which were collected from 16 prospective middle school mathematics teachers during the fall semester of the 2013-2014 academic year. Data were based on the video recordings of the implementations, the focus group interviews and docu...
A Study on inservice teachers' attitudes toward and beliefs about mathematical problem solving
Çokçalışkan, Hasan; Işıksal Bostan, Mine; Department of Elementary Science and Mathematics Education (2012)
The main purpose of this study was to investigate elementary teachers’ and elementary mathematics teachers’ attitudes toward and beliefs about mathematical problem solving in terms of gender and grade level being taught. Moreover, the relationship between elementary teachers’ and elementary mathematics teachers’ attitudes and beliefs was evaluated in this study. The data were collected from 141 in-service elementary teachers who are teaching 4th and 5th graders and elementary mathematics teachers who are te...
Exploring secondary mathematics teachers’ conceptions of mathematical literacy
Genç, Murat; Erbaş, Ayhan Kürşat; Department of Secondary Science and Mathematics Education (2017)
The purpose of this research study was to investigate secondary mathematics teachers’ conceptions of mathematical literacy. In doing so, the following three crucial interrelated issues were addressed: (i) teachers’ conceptions of what the notion of mathematical literacy means, (ii) teachers’ conceptions of how the development of mathematical literacy could be facilitated, and (iii) teachers’ conceptions of what a mathematics curriculum emphasizing mathematical literacy should look like. The data gathered fo...
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 of pre-service secondary mathematics teachers’ knowledge of students’ thinking through analyzing student work
Didiş, Makbule Gözde; Erbaş, Ayhan Kürşat; Department of Secondary Science and Mathematics Education (2014)
The purpose of this study was to investigate pre-service secondary mathematics teachers’ knowledge of students’ thinking within an undergraduate course context. The participants were twenty five pre-service mathematics teachers enrolled in this undergraduate mathematics education course which aims to develop pre-service mathematics teachers’ knowledge in and about mathematical modeling in teaching and learning mathematics. The design of the study contained 4 two-week cycles. In the first week of each cycle,...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
M. Dilberoğlu, “An Investigation of pre-service middle school mathematics teachers‟ ability to connect the mathematics in content courses with the middle school mathematics,” M.S. - Master of Science, Middle East Technical University, 2015.
