Evolution of Mathematics Teachers' Pedagogical Knowledge when They are Teaching through Modeling

Date

2017-01-01

Author

Yenmez, Arzu Aydogan
Erbaş, Ayhan Kürşat
Alacaci, Cengiz
Çakıroğlu, Erdinç
Çetinkaya, Bülent

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

215
views

0
downloads

Use of mathematical modeling in mathematics education has been receiving significant attention as a way to develop students. mathematical knowledge and skills. As effective use of modeling in classes depends on the competencies of teachers we need to know more about the nature of teachers. knowledge to use modeling in mathematics education and how this knowledge evolves. The aim of this study is to investigate how teachers. pedagogical knowledge to use modeling in the classroom is formed and modified through professional development activities based on lesson study cycle from modeling perspective. The professional development program reported in this study included five monthly cycles consisted of meeting before the implementation, implementation of the activity and a follow up meeting. The participants were four in-service mathematics teachers. Results showed that the program provided opportunities for teachers to test, revise, and refine their knowledge. More specifically, teachers generated effective strategies for proper implementation of the modeling activities in the classroom.

Subject Keywords

Professional development, Teacher education, Mathematical modeling, Mathematics education, Pedagogical knowledge

URI

https://hdl.handle.net/11511/38996

Journal

INTERNATIONAL JOURNAL OF EDUCATION IN MATHEMATICS SCIENCE AND TECHNOLOGY

DOI

https://doi.org/10.18404/ijemst.296552

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Facilitating a Sustainable Transformation of Sociomathematical Norms Through Mathematical Modeling Activities Yenmez, Arzu Aydogan; Erbaş, Ayhan Kürşat (2022-04-01) We investigated and compared sociomathematical norms in secondary mathematics teachers' classrooms before and after using mathematical modeling activities. Participants were four secondary mathematics teachers. The data included 104 h of videotaped classroom observations and teacher interviews. The data analysis revealed notable changes in sociomathematical norms in teachers' lectures not utilizing modeling activities beyond those utilizing modeling activities. The results implied that teachers and students...
An Investigation of in-service secondary mathematics teachers’ evolving knowledge through professional development activities based on modeling perspective Aydoğan Yenmez, Arzu; Erbaş, Ayhan Kürşat; Department of Secondary Science and Mathematics Education (2012) Although an increasing number of research studies in mathematics education have begun focusing their efforts on mathematical modeling as a need for change to convey mathematical ideas beyond schools, there is not enough information about the nature of the teacher knowledge for effective use of modeling in mathematics teaching and how this knowledge evolves. The goal of this study is to investigate teachers’ evolving knowledge when they engage in professional development activities based on lesson study cycl...
The effects of a mathematics teaching methods course on pre-service elementary mathematics teachers’ content knowledge for teaching mathematics Seviş, Şerife; Koç, Yusuf; Department of Elementary Science and Mathematics Education (2008) The purpose of this study is to examine the effects of a mathematics teaching methods course on pre-service elementary mathematics teachers’ content knowledge for teaching mathematics (CKTM). In order to accomplish this purpose, pre-service mathematics teachers’ understanding of basic concepts and procedures in school mathematics, use of mathematical definitions, presentation of mathematical content to students, identification of common errors, misconceptions and solution strategies and evaluation of unusua...
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 prospective secondary mathematics teachers’ thinking about mathematical modeling and pedagogy of modeling throughout a modeling course Korkmaz, Himmet; Erbaş, Ayhan Kürşat; Department of Secondary Science and Mathematics Education (2014) The purpose of this study is to investigate the evolution of prospective secondary mathematics teachers’ thinking about mathematical modeling and pedagogical knowledge of mathematical modeling throughout a modeling course designed for teachers. This study utilizes case study as a research design. The participants were 25 prospective secondary mathematics teachers enrolled in a course entitled “Mathematical Modeling for Prospective Teachers” in a public university, in Ankara during the spring semester of 201...

Citation Formats

A. A. Yenmez, A. K. Erbaş, C. Alacaci, E. Çakıroğlu, and B. Çetinkaya, “Evolution of Mathematics Teachers’ Pedagogical Knowledge when They are Teaching through Modeling,” INTERNATIONAL JOURNAL OF EDUCATION IN MATHEMATICS SCIENCE AND TECHNOLOGY, pp. 317–332, 2017, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/38996.