Mathematical knowledge of two middle school mathematics teachers in planning and teaching pattern generalization

2020-09-01
GİRİT, DİLEK
Akyüz, Didem
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, observations and post-observation interviews were used as the data collection tools. The data were analyzed by using the Mathematical Knowledge for Teaching (MKT) model. The findings showed that the two teachers used numerical reasoning in all representations, but they had difficulties in using figural reasoning. They generally used the tabular representation effectively to underlie the relationship of generalization. While one of the teachers defined the pattern concept correctly and always emphasized analyzing the relationship between the position number and the term, the other teacher defined the pattern concept partially correctly, and her inadequate explanations of functional thinking caused some misunderstandings of students about generalization. It was also observed that the students’ lack of knowledge about algebraic expressions prevented them from obtaining a general rule. Through the cases of these two teachers, it was noted that teachers need to have a good conceptual mathematical understanding and also knowledge of students’ thinking to design effective lessons.
Elementary Education Online

Suggestions

Mathematical knowledge of two middle school mathematics teachers in planning and teaching pattern generalization
Girit, Dilek; 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, ob...
Exploring prospective secondary mathematics teachers' interpretation of student thinking through analysing students' work in modelling
Kabar, Makbule Gözde Didiş; Erbaş, Ayhan Kürşat; Çetinkaya, Bülent; Çakıroğlu, Erdinç; Alacacı, Cengiz (Springer Science and Business Media LLC, 2016-09-01)
Researchers point out the importance of teachers' knowledge of student thinking and the role of examining student work in various contexts to develop a knowledge base regarding students' ways of thinking. This study investigated prospective secondary mathematics teachers' interpretations of students' thinking as manifested in students' work that embodied solutions of mathematical modelling tasks. The data were collected from 25 prospective mathematics teachers enrolled in an undergraduate course through fou...
Secondary mathematics teachers' subject matter knowledge of quadratic functions and its contribution to student learning outcomes
Karacı Yaşa, Gülzade; Erbaş, Ayhan Kürşat; Department of Secondary Science and Mathematics Education (2022-8-31)
The purpose of the present study was to investigate secondary mathematics teachers’ subject matter knowledge (SMK) of quadratic functions and its contribution to teachers’ instructional practice and student learning outcomes. The study was carried out in two stages. In the first stage, a questionnaire was administered to 18 secondary mathematics teachers to identify their SMK of quadratic functions, which has three sub-components: common content knowledge (CCK), specialized content knowledge (SCK), and hori...
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...
Interactive Decision Making Processes of Teachers of English at Public Schools
Çimen, Şeyda Selen; Karaman, Abdullah Cendel (2014-05-01)
The purpose of this study was to investigate how foreign language teachers at public schools framed their interactive decision making processes in instruction. We studied interactive decision-making strategies and principles of Teachers of English as a Foreign Language (EFL) with qualitative research methods. The focal participants were four EFL teachers from public high schools in a city in Central Turkey. Data were collected during a focus group interview which targeted a natural discussion on instruction...
Citation Formats
D. GİRİT and D. Akyüz, “Mathematical knowledge of two middle school mathematics teachers in planning and teaching pattern generalization,” Elementary Education Online, pp. 2098–2217, 2020, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/88932.