PRESERVICE TEACHERS' KNOWLEDGE OF STUDENTS' COGNITIVE PROCESSES ABOUT THE DIVISION OF FRACTIONS

Date

2008-01-01

Author

Işıksal Bostan, Mine
Çakıroğlu, Erdinç

Metadata

Show full item record

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

Item Usage Stats

238
views

0
downloads

The purpose of this study was to examine preservice mathematics teachers' knowledge about common (mis)conceptions and difficulties of elementary students. In addition, it Was aimed to investigate preservice teachers' knowledge about the possible sources of these misconception/difficulties, and their suggested strategies to overcome those difficulties. Data was collected from senior preservice elementary mathematics teachers enrolled in a teacher education program at a public university at the end of the spring semester of 2004-2005. Qualitative case study design was used to collect the data. Results revealed that preservice teachers' knowledge on difficulties that elementary students might have could be grouped under four headings. In addition, preservice teachers suggested various strategies that can be used to overcome students' difficulties on division of fractions. Research study revealed the importance of content-pedagogy rich courses on preservice teachers' knowledge related to students' understanding of mathematics concepts.

Subject Keywords

Mathematics education, Division of fractions, Pedagogical content knowledge, Preservice elementary mathematics teachers

URI

https://hdl.handle.net/11511/53959

Journal

HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Assessment of preservice mathematics teachers’ knowledge for teaching statistics Mercimek, Oktay; Erbaş, Ayhan Kürşat; Department of Secondary Science and Mathematics Education (2013) The purpose of this study is to assess preservice teachers’ mathematical knowledge for teaching statistics (MKT-S). For this purpose, MKT-S instrument consisting of two dimensions, ‘content knowledge’ (CK) and ‘pedagogical content knowledge’ (PCK) was developed, and applied to 659 preservice middle school mathematics teachers (PTs). Confirmatory factor analysis showed that CK and PCK are two different dimensions of mathematical knowledge of teaching statistics. It was found that CK factor scores were highly...
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...
Pre-service middle school mathematics teachers’ pedagogical content knowledge regarding the area of triangles Bilik, Aslı; Işıksal Bostan, Mine; Department of Elementary Science and Mathematics Education (2016) 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 st...
An investigation of middle school mathematics teachers' knowledge for teaching algebra Yilmaz, Nurbanu; Erbaş, Ayhan Kürşat (2017-01-01) The purpose of this study was to investigate middle school mathematics teachers' knowledge for teaching algebra. The participants of the study were 48 mathematics teachers from various middle schools. A questionnaire was conducted in order to collect data about the teachers' knowledge related to teaching of algebra. The results showed that the participating teachers were competent in making transitions among different algebraic representations. However, they had difficulties in explaining the conceptual bas...
Preservice Middle School Mathematics Teachers’ Knowledge about Students’ Mathematical Thinking Related to Perimeter and Area Güner, Pınar; Akyüz, Didem (2017-10-01) The purpose of the current study is to examine preservice middle school mathematics teachers’ knowledge about students’ mathematical thinking related to perimeter and area and determine the consistency between this knowledge and students’ actual mathematical thinking. Case study, one of the qualitative research designs, was used to gain an in-depth understanding of the situation. The study was conducted with four senior preservice middle school mathematics teachers who enrolled in the program of elementary ...

Citation Formats

M. Işıksal Bostan and E. Çakıroğlu, “PRESERVICE TEACHERS’ KNOWLEDGE OF STUDENTS’ COGNITIVE PROCESSES ABOUT THE DIVISION OF FRACTIONS,” HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, pp. 175–185, 2008, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/53959.