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

Date

2020-09-01

Author

Girit, Dilek
Akyüz, Didem

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

142
views

0
downloads

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.

URI

https://hdl.handle.net/11511/89082

Journal

Ilkogretim Online

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

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...
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...
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...
Standardized testing for transition to high schools: teachers ́ perceptions of how national tests influence teaching and learning in middle schools english classes Ekiz, Hatice; Yıldırım, Ali.; Department of Curriculum and Instruction (2019) The purpose of this research study is to identify the impact of national tests on teaching and learning in middle school English classes through teachers’ perceptions. Through a phenomenological design, semi-structured interviews were used to gather data with 24 in-service teachers working in public and private middle schools in Denizli. The data were analysed through the emerging themes and codes within the scope of research questions. Similarities and differences between public and private middle schools ...
Preservice physics teachers knowledge about and use of students pre instructional thinking Yıldırım, Ufuk; Özdemir, Ömer Faruk (null; 2009-09-04) The purpose of this study was to understand preservice physics teachers’ knowledge about and use of students’ pre-instructional thinking in their instructional practices. The data were collected in an instructional methods course designed for preservice physics teachers (PST). Two types of data sources were used: PSTs’ written predictions about students’ pre-instructional thinking for some specific physical situations and their microteaching practices. The analyses of data showed that although PST’s have kn...

Citation Formats

D. Girit and D. Akyüz, “Mathematical knowledge of two middle school mathematics teachers in planning and teaching pattern generalization,” Ilkogretim Online, pp. 2098–2117, 2020, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/89082.