Pre-service middle school mathematics teachers’ pedagogical content knowledge regarding the area of triangles

Date

2016

Author

Bilik, Aslı

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The purpose of this study was to investigate pre-service middle school mathematics teachers’ pedagogical content knowledge on the concept of the area of triangles. In this respect, pre-service teachers' pedagogical content knowledge with respect to students' possible misconceptions/ difficulties regarding the area of triangles and the strategies that pre-service teachers employed to overcome these misconceptions/difficulties were examined. To conduct an in-depth investigation regarding the purpose of the study, qualitative research methodology was utilized. Two pre-service middle school teachers were selected through purposive sampling. Data was gathered through semi-structured pre-interviews and post-interviews, classroom observations, and field notes. The findings revealed that pre-service middle school teachers were able to provide a variety of possible misconceptions/difficulties that students may have regarding the area of triangles. In this regard, findings of the research showed that most of the specified misconceptions/difficulties were related to the concept of height, which is a prerequisite prior knowledge for the concept of area. In addition, pre-service teachers generally employed discussion strategy during their practice teaching to overcome the misconceptions/difficulties regarding the area of triangles held by sixth grade students.

Subject Keywords

Mathematics, Geometry, Triangle, Pedagogical content knowledge., Student teachers, Teaching

URI

http://etd.lib.metu.edu.tr/upload/12620561/index.pdf
https://hdl.handle.net/11511/26062

Collections

Graduate School of Natural and Applied Sciences, Thesis

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Citation Formats

A. Bilik, “Pre-service middle school mathematics teachers’ pedagogical content knowledge regarding the area of triangles,” M.S. - Master of Science, Middle East Technical University, 2016.