Pre-service Teachers’ content and pedagogical content knowledge structures about multiplication algorithm and area-perimeter relations: What is the role of teaching methods courses?

Koç, Yusuf
Işıksal Bostan, Mine
Seviş, Şerife
Çakmak, Sedanur
Bulut, Safure
This study attempts to illuminate the effect of mathematics teaching method courses on preservice teachers’ content knowledge (CK) and pedagogical content knowledge (PCK) about multiplication algorithm and area-perimeter relations. The study was conducted in the school of education of a large public university in Turkey. Twenty-seven pre-service mathematics teachers participated in a two-semester research study which is based on the data collected from two teaching methods courses; general teaching methods and mathematics teaching methods courses. The participants were given a two-item test three times at different times, at the beginning of the general teaching methods course, at the end of the general teaching methods course, at the end of the mathematics teaching methods course, to measure their knowledge for mathematics teaching. Also six of the participants were interviewed to obtain an in-depth understanding of their responses. The preliminary analysis of the research study indicated that pre-service mathematics teachers’ CK and PCK improved through methods courses. More specifically, the participants’ responses were more conceptual after the second methods course, mathematics teaching methods. The interviews also supported the findings that the participants learned the meaning of the mathematical operations and the mathematical reasoning behind the algorithms in the second methods courses. To sum up, the study implied that methods courses have a potential to influence pre-service teachers’ CK and PCK on the topic of multiplication, and area and perimeter.