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
Investigating middle school mathematics teachers‟ mathematical knowledge for teaching algebra: a multiple case study
Download
index.pdf
Date
2016
Author
Girit, Dilek
Metadata
Show full item record
Item Usage Stats
304
views
157
downloads
Cite This
The aim of this study was to examine middle school mathematics teachers’ mathematical knowledge for teaching generalization of patterns and operations with algebraic expressions in planning and implementing processes. Data were collected from two middle school mathematics teachers who worked in the same public school throughout the instruction of algebra unit at 7th grade. In data collection process, lesson plans prepared by the teachers, pre-observation interviews, observations, field notes, and post-observation interviews were used as data collection tools. The teachers prepared lesson plans individually and implemented them in the instructions. The researcher observed the lessons and took notes. After the implementation, the researcher conducted the reflective interviews with the teachers. Data were analyzed qualitatively within the frame of Mathematical Knowledge for Teaching (MKT) model. The descriptions and definitions of the knowledge domains of MKT were utilized for analysis. Findings indicated that the teachers had lack of specialized content knowledge about mathematical representations such as figural representation for patterns, or algebra tiles for algebraic expressions. The teachers’ conceptual and adequate common content knowledge (CCK) and specialized content knowledge (SCK) had a positive impact on their pedagogical content knowledge (PCK). When the teachers had strong subject matter knowledge, they took into the students’ thinking account (KCS), and they used teaching methods effectively (KCT). Thus, their strong knowledge also influenced positively classroom practices to be effective. However, the teachers need to have a good conceptual mathematical understanding and also knowledge of students’ thinking in order to design effective lessons.
Subject Keywords
Mathematics
,
Algebra
,
Teacher effectiveness.
,
Teachers
,
Teachers
,
Teacher orientation.
URI
http://etd.lib.metu.edu.tr/upload/12620618/index.pdf
https://hdl.handle.net/11511/26158
Collections
Graduate School of Social Sciences, Thesis
Suggestions
OpenMETU
Core
Pre-service middle school mathematics teachers’ proportional reasoning before and after a practice based instructional module /
Pişkin Tunç, Mutlu; Çakıroğlu, Erdinç; Department of Elementary Education (2016)
The purpose of this study was to investigate pre-service middle school mathematics teachers’ proportional reasoning before and after receiving a practice-based instructional module based on proportional reasoning. Data were collected from three pre-service teachers in the spring semester of 2012-2013. Pre-service teachers were junior students enrolled in elementary mathematics teaching program at a public university. A practice-based instructional module based on proportional reasoning was carried out durin...
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...
Investigation into prospective middle school mathematics teachers' noticing of students' algebraic thinking within the context of pattern generalization
Özel, Zeynep.; Işıksal Bostan, Mine; Department of Secondary Science and Mathematics Education (2019)
The purpose of this study was to investigate prospective middle school mathematics teachers’ noticing skills of students’ algebraic thinking within the context of pattern generalization. In order to obtain in- depth exploration and understanding of issue, the qualitative research method, in particular, the case study design was used. Thirty-two prospective teachers who were studying at one of the public universities located in Ankara were selected via purposive sampling as participants. Data was collected i...
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...
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...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
D. Girit, “Investigating middle school mathematics teachers‟ mathematical knowledge for teaching algebra: a multiple case study,” Ph.D. - Doctoral Program, Middle East Technical University, 2016.