PROSPECTIVE MATHEMATICS TEACHERS' MATHEMATICAL KNOWLEDGE FOR TEACHING

2011-07-06
In this study we aimed to examine prospective elementary mathematics teachers' mathematical knowledge for teaching. More specifically, our aim was to understand whether the Teaching Method Course had an effect on prospective mathematics teachers' mathematical knowledge. The study was conducted with 31 prospective elementary mathematics teachers in a large public university in Ankara, Turkey in 2010-2011 fall semester. To collect data, a survey instrument including 5 open-ended questions was developed by the researchers and employed as both pre and post test. The survey included questions related to geometry, decimal multiplication, and fraction concepts. In this study, 3 of these questions including geometry, decimal multiplication, and division of fractions questions were analyzed to examine prospective teachers' mathematical knowledge. In addition to the survey, selected 4 prospective teachers were interviewed face-to-face at the end of the semester to follow their thinking process more in-depth. The findings are shared in order to shed light on prospective teachers' knowledge for teaching mathematics, and how the teaching methods course had an influence on teachers' knowledge. The implications of the findings are also discussed.
3rd International Conference on Education and New Learning Technologies (EDULEARN)

Suggestions

Prospective elementary mathematics teachers’ knowledge of history of mathematics and their attitudes and beliefs towards the use of history of mathematics in mathematics education
Alpaslan, Mustafa; Işıksal Bostan, Mine; Haser, Çiğdem; Department of Elementary Science and Mathematics Education (2011)
The aim of this study was to investigate the roles of year in teacher education program and gender on prospective elementary mathematics teachers’ knowledge of history of mathematics and their attitudes and beliefs towards the use of history of mathematics in the teaching and learning of mathematics. Moreover, the relationship between prospective teachers’ knowledge of history of mathematics and their attitudes and beliefs about the history of mathematics usage was examined. The data of the study were obtai...
Prospective Teachers' Knowledge on Middle School Students' Possible Descriptions of Integers
Kubar, Aysenur; Çakıroğlu, Erdinç (2017-01-01)
This study aims to reveal prospective middle school mathematics teachers' knowledge regarding the possible misconceptions and/or errors of middle school students in describing integers. In addition to this, it aims to reveal the possible reasons underlying these from the perspective of prospective teachers. Data was qualitatively collected from 38 Turkish prospective teachers by an open-ended questionnaire. The results show that although prospective teachers are familiar with possible misconceptions and/or ...
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...
Pre-service elementary mathematics teachers' knowledge about definitions of integers and their knowledge about elementary students' possible misconceptions and errors in describing integers
Kubar, Ayşenur; Çakıroğlu, Erdinç; Department of Elementary Science and Mathematics Education (2012)
The aim of the study is to examine the nature of pre-service elementary mathematics teachers’ subject matter knowledge about definition of integers and the nature of pre-service elementary mathematics teachers’ pedagogical content knowledge about definitions of integers. For this purpose, pre-service mathematics teachers’ knowledge about definitions of integers, their interpretations of quoted definitions of integers, their knowledge about elementary students’ possible misconceptions and errors regarding de...
An Investigation of pre-service middle school mathematics teachers‟ ability to connect the mathematics in content courses with the middle school mathematics
Dilberoğlu, Merve; Haser, Çiğdem; Department of Elementary Science and Mathematics Education (2015)
This study investigated if and how preservice middle school mathematics teachers related the mathematical knowledge addressed in general mathematics content courses in a four-year teacher education program to their future teaching of middle school mathematics. The study involved two interrelated sections. On one hand, preservice middle school mathematics teachers' views on the issue were gathered through asking open-ended questions via a semi-structured interview protocol. On the other hand, their performan...
Citation Formats
M. Işıksal Bostan, “PROSPECTIVE MATHEMATICS TEACHERS’ MATHEMATICAL KNOWLEDGE FOR TEACHING,” presented at the 3rd International Conference on Education and New Learning Technologies (EDULEARN), Barcelona, SPAIN, 2011, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/56018.