The Nature of Middle School Mathematics Teachers’xx Pedagogical Content Knowledge: The Case of the Volume Of Prisms

Date

2018-01-01

Author

Tekin Sitrava, Reyhan
Işıksal Bostan, Mine

Metadata

Show full item record

Item Usage Stats

100
views

0
downloads

his study investigated middle school teachers' knowledge of students' misconceptions and the sources of these misconceptions related to the volume of prisms. This case study investigated four middle school teachers who taught 8th grade students in Ankara (Turkey). Based on the analysis of the data, two misconceptions related to the volume of prisms were identified: the volume of a prism is composed of the total number of visible unit cubes, and the volume of a prism is the total area of its faces.

Subject Keywords

Middle school teachers, Mathematics teachers, Pedagogical content knowledge, Foreign countries

URI

https://hdl.handle.net/11511/77377

Journal

Australian Mathematics Teacher

Collections

Department of Educational Sciences, Article

Suggestions

OpenMETU
Core

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...
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,...
The nature of middle school mathematics teachers subject matter knowledge The case of volume of prisms Tekin Sitrava, Reyhan; Işıksal Bostan, Mine (2016-01-01) This qualitative case study examined Turkish middle school teachers' subject matter knowledge in terms of alternative solution methods that they propose to calculate the volume of prisms. The data was collected from four middle school teachers through the questionnaire, semi-structured interviews, and classroom observations. The results from the questionnaire revealed that the middle school teachers stated four alternative solution methods; volume formula, systematic counting, layer counting and column/row ...
Investigating perceptions of preservice mathematics teachers on their technological pedagogical content knowledge (TPACK) regarding geometry Bulut, Aykut; Işıksal Bostan, Mine; Department of Elementary Science and Mathematics Education (2012) The aim of this study is to investigate perceptions of preservice mathematics teachers’ technological pedagogical content knowledge (TPACK) regarding geometry. In addition, the purpose is to examine the relationships among the components of TPACK. Moreover, possible gender and year of enrollment differences related to preservice mathematics teachers’ technological pedagogical content knowledge dimensions are examined. This research study has been conducted with 780 preservice mathematics teachers who are en...
The Investigation of pedagogical content knowledge of teachers : the case of teaching genetics Aydemir, Murat; Çakıroğlu, Jale; Öztekin, Ceren; Department of Elementary Education (2014) In this study science teachers’ content knowledge and pedagogical content knowledge (PCK) on genetics was investigated with respect to science teachers’ knowledge of curriculum, knowledge of students, and knowledge of teaching strategies. Five experienced science teachers (one male and four female) teaching genetics to 8th grades from five middle schools participated in the study. Case study, one of the qualitative research designs, was adopted as a research design. In order to gather information on content...

Citation Formats

R. Tekin Sitrava and M. Işıksal Bostan, “The Nature of Middle School Mathematics Teachers’xx Pedagogical Content Knowledge: The Case of the Volume Of Prisms,” Australian Mathematics Teacher, pp. 22–30, 2018, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/77377.