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
Pre-service middle school mathematics teachers’ pedagogical content knowledge regarding the area of triangles
Date
2016
Author
Bilik, Aslı
Metadata
Show full item record
Item Usage Stats
247
views
0
downloads
Cite This
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
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,...
Pre-Service Teachers’ Knowledge Regarding the Area of Triangle
Durmaz, Asli Bilik; Işıksal Bostan, Mine (2022-04-01)
The aim of this study is to investigate the knowledge of pre-service middle school mathematics teachers on possible misconceptions and difficulties held by students regarding the area of triangle. In line with this aim, qualitative case study research design was used to obtain deep information. As the participants of the study, two pre-service middle school teachers were chosen purposively. Data were collected from lesson plans, semi-structured interviews and observations of pre-service teachers’ related le...
A Pre-service mathematics teacher’s technological pedagogical content knowledge regarding different views of 3-d figures in geometry
Saralar, İpek; Işıksal Bostan, Mine; Akyüz, Didem; Department of Elementary Science and Mathematics Education (2016)
This study attempted to investigate a pre-service mathematics teacher’s Technological Pedagogical Content Knowledge regarding different views of 3-D figures in geometry. Data were collected from a pre-service teacher, enrolled in one of the large public universities in Ankara while she was teaching different views of 3-D figures in seventh-grade level in one of the private schools. Interviews, observations, field notes, GeoGebra files, and lesson plans were the data collection tools used in the study. Data ...
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...
Preservice secondary mathematics teachers' pedagogical content knowledge of composite and inverse functions
Karahasan, Burcu; Ubuz, Behiye; Department of Secondary Science and Mathematics Education (2010)
The main purpose of the study was to understand preservice secondary mathematics teachers’ pedagogical content knowledge of composite and inverse functions. The study was conducted with three preservice secondary mathematics teachers in Graduate School of Education at Bilkent University. The instruments of the study were qualitative in nature and in four different types of data forms: observations, interviews, documents, and audiovisual materials. Observation data came from fieldnotes by conducting an obser...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
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.