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
An investigation of middle school mathematics teachers' knowledge for teaching algebra
Date
2017-01-01
Author
Yilmaz, Nurbanu
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
312
views
0
downloads
Cite This
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 bases of some of the algebraic concepts and procedures. In addition, results indicated that some of the teachers had difficulties and misconceptions similar to those of students as depicted in the scenarios provided in the questionnaire.
Subject Keywords
Pedagogical content knowledge
,
middle school mathematics teachers
,
Algebra
URI
https://hdl.handle.net/11511/55462
Conference Name
10th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME)
Collections
Department of Mathematics and Science Education, Conference / Seminar
Suggestions
OpenMETU
Core
An investigation of development of prospective elementary teachers’ knowledge to teach algebra in early grades through case discussions
Öztürk, Nejla; İşler Baykal, Işıl; Department of Mathematics Education (2021-9-3)
The purpose of this study was to investigate the development of prospective elementary teachers’ subject matter and pedagogical content knowledge for teaching algebra in elementary grades. Prospective elementary teachers attended a 5-week (10 hours) intervention as part of a method course, Teaching Mathematics I, that was designed based on case discussions. The participants of the study were nine third-year students who were enrolled in the course in the 2020-2021 fall semester as a must course of the under...
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,...
A phenomenological study on mathematics teachers having experience with innovative learning activities: views, enablers,and barriers
Erbasan, Elçin; Çakıroğlu, Erdinç; Department of Mathematics Education (2021-2-10)
The purpose of the study was to investigate middle school mathematics teachers’ views and experiences regarding innovative mathematics learning activities. This study also aimed to determine enablers and barriers in the process of the activities and teachers’ suggestions that may lead the educational stakeholders to increase the qualityofmathematicsinstruction and accordingly, student learning. Phenomenological research was conducted with thirteen middle school mathematics teachers ...
An Investigation of prospective elementary mathematics teachers' probabilistic misconceptions and reasons underlying these misconceptions
İlgün, Münevver; Işıksal Bostan, Mine; Department of Elementary Science and Mathematics Education (2013)
The purpose of this study was to determine performance of prospective elementary mathematics teachers on answering the items handling the probabilistic misconceptions. The other aim was to investigate the underlying reasons behind these misconceptions of prospective elementary mathematics teachers. To address these aims, qualitative approach was performed. The sample of this study was obtained through convenience sampling. Data were gathered during 2011-2012 spring semester by administering Probability Misc...
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...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
N. Yilmaz and A. K. Erbaş, “An investigation of middle school mathematics teachers’ knowledge for teaching algebra,” presented at the 10th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME), Dublin, IRELAND, 2017, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/55462.