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
Mathematical Knowledge for Teaching the Function Concept and Student Learning Outcomes
Date
2017-04-01
Author
Hatisaru, Vesife
Erbaş, Ayhan Kürşat
Metadata
Show full item record
This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
.
Item Usage Stats
353
views
0
downloads
Cite This
The purpose of this study was to examine the potential interrelationships between teachers' mathematical knowledge for teaching (MKT) the function concept and their students' learning outcomes of this concept. Data were collected from two teachers teaching in a vocational high school and their students through a function concept test for teachers and students, follow-up interviews with teachers, and classroom observations. Findings indicated that teachers' MKT and students' learning outcomes were related to a degree, but this relationship was not straightforward. The data suggested that the teachers' knowledge influenced the quality of their instructional practices, and the instructional practices played a mediating role in student learning. Different factors contributing to student learning were also evident.
Subject Keywords
Education
,
General Mathematics
URI
https://hdl.handle.net/11511/42598
Journal
INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION
DOI
https://doi.org/10.1007/s10763-015-9707-5
Collections
Department of Mathematics and Science Education, Article
Suggestions
OpenMETU
Core
Exploring prospective secondary mathematics teachers' interpretation of student thinking through analysing students' work in modelling
Kabar, Makbule Gözde Didiş; Erbaş, Ayhan Kürşat; Çetinkaya, Bülent; Çakıroğlu, Erdinç; Alacacı, Cengiz (Springer Science and Business Media LLC, 2016-09-01)
Researchers point out the importance of teachers' knowledge of student thinking and the role of examining student work in various contexts to develop a knowledge base regarding students' ways of thinking. This study investigated prospective secondary mathematics teachers' interpretations of students' thinking as manifested in students' work that embodied solutions of mathematical modelling tasks. The data were collected from 25 prospective mathematics teachers enrolled in an undergraduate course through fou...
The nature of prospective mathematics teachers' pedagogical content knowledge: the case of multiplication of fractions
Işıksal Bostan, Mine; Çakıroğlu, Erdinç (Springer Science and Business Media LLC, 2011-06-01)
The purpose of this study was to investigate prospective mathematics teachers' knowledge of common conceptions and misconceptions that sixth and seventh grade students had about multiplication of fractions. In addition, prospective teachers' knowledge of the sources of these misconceptions and strategies they knew to overcome these misconceptions was examined. Data were collected from 17 Turkish prospective teachers at the end of the spring semester of the 2004-2005 academic year. A case study design was us...
Scientific epistemological beliefs, perceptions of constructivist learning environment and attitude towards science as determinants of students approaches to learning
Özkal, Kudret; Öztekin, Ceren; Department of Elementary Science and Mathematics Education (2007)
The purpose of this study was to investigate scientific epistemological beliefs, perceptions of constructivist learning environment, attitude towards science, prior knowledge and gender as determinants of students’ approaches to learning. This study was carried out in 2005-2006 Spring Semester. One thousand, one hundred and fifty two eighth grade students from seven public schools in Çankaya, a district of Ankara participated in this study. Epistemological Beliefs Questionnaire, Constructivist Learning Envi...
Analysis of analogy use on function concept in the ninth grade mathematics textbook and classrooms
Ünver, Emel; Ubuz, Behiye; Department of Secondary Science and Mathematics Education (2009)
The primary objective of the current study was to examine how analogies are used on function concept in the ninth grade mathematics textbook and classrooms. Using qualitative research procedure comprising textbook analysis and classroom observations, a picture was developed of how analogies used on function concept in ninth grade mathematics textbook and classrooms. One mathematics textbook, the primary source for observed classes was selected and analyzed for the study. Chapter entitled as “functions” in t...
Mathematical Practices of Eighth Graders about 3D Shapes in an Argumentation, Technology, and Design-Based Classroom Environment
Dogruer, Sule Sahin; Akyüz, Didem (Springer Science and Business Media LLC, 2020-01-02)
This design research investigated the mathematical practices that eight graders (14-year-old students) developed when learning about prisms, cylinders, and their surface areas. An inquiry-based learning environment was created for students to engage in argumentation. The instruction was enriched by use of a dynamic geometry software, namely GeoGebra, to assist students in visualizing and reasoning about 3D shapes. Rasmussen and Stephan's three-phase method (2008) was used to organize the collected data, whi...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
V. Hatisaru and A. K. Erbaş, “Mathematical Knowledge for Teaching the Function Concept and Student Learning Outcomes,”
INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION
, pp. 703–722, 2017, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/42598.