Mathematical Knowledge for Teaching of Patterns A Case Study of Middle School Mathematics Teacher

Girit, Dilek
Akyüz, Didem


Mathematical Knowledge for Teaching the Function Concept and Student Learning Outcomes
Hatisaru, Vesife; Erbaş, Ayhan Kürşat (Springer Science and Business Media LLC, 2017-04-01)
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...
Mathematical creativity in mathematics textbook: A case study with fractions unit in fifth grade
Adıgüzel, Çağla; Erbaş, Ayhan Kürşat; Çetinkaya, Bülent (2021-07-07)
Mathematical practices of teachers in technology-enhanced classrooms: A case of teaching slope concept
Yemen Karpuzcu, Seçil; Işıksal Bostan, Mine (2019-12-18)
While it is obvious that teachers need to have mathematical knowledge under different domains, few studies put forward teaching practices associating them with teacher moves in the background of the mathematical knowledge used in teaching in a technology enhanced classroom environment. Moreover, characterizing those practices can show a practical understanding of the knowledge for its usefulness in teaching in which tools and dynamic technologies are deemed necessary. In this study, we examined the characte...
BAYAZIT, Ibrahim; Ubuz, Behiye; Aksoy, Yilmaz (2009-07-24)
This paper examines teachers' selection and resolution of function problems and relates this to their students' understanding of the concept. Focusing on the way in which tasks are presented and resolved, the paper indicates that the models teachers present to students to obtain solutions may lead to two contrasting outcomes. On one hand the teacher's emphasis may confine the students to a limited way of thinking about the core ideas and contribute towards misconceptions. In contrast, a model that emphasize...
Mathematical knowledge of two middle school mathematics teachers in planning and teaching pattern generalization
GİRİT, DİLEK; Akyüz, Didem (2020-09-01)
Examining the knowledge of teachers in practice may shed light on understanding how students learn and finding out why they have difficulty in learning. This paper focused on teachers' knowledge of pattern generalization in instruction with the consideration of students' generalization strategies in planning. The multiple-case study design was used for this study to compare and contrast two middle school mathematics teachers’ lesson planning and instruction. Lesson plans, pre-observation interviews, observa...
Citation Formats
D. Girit and D. Akyüz, “Mathematical Knowledge for Teaching of Patterns A Case Study of Middle School Mathematics Teacher,” 2016, Accessed: 00, 2021. [Online]. Available: