Examining Two Middle School Mathematics Teachers’ Knowledge for Teaching Manipulation of Algebraic Expressions during Lesson Planning and Instruction

Date

2019-11-01

Author

Girit Yildiz, 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

143
views

0
downloads

Teachers use their content and pedagogical content knowledge for teaching algebra. For this reason, the examination of how teachers use this knowledge may help shed light on how students learn algebra, especially in determining why they usually have difficulties. The aim of the current study is to reveal what teachers know, and propose what they actually need to know for teaching the simplification and equivalence of algebraic expressions. The multiple-case study design was used for this study to compare and contrast the two middle school teachers‟ lesson planning and instruction. The data corpus included lesson plans, actual instruction records, and post-observation interviews. Data analysis was conducted using the Mathematical Knowledge for Teaching (MKT) model. The findings indicated that both teachers had a lack of specialized content knowledge about mathematical representations such as algebra tiles. They did not use algebra tiles effectively and could not link algebraic and geometric representations that underlie the idea of multiplication. It was observed that both teachers generally used unknowns and variables interchangeably indicating the inadequacy of their common content knowledge. In the planning process, the two teachers were able to state the common misconceptions that the students generally had and the ways of addressing them. Through the cases of these two teachers, it was observed that teachers need to have a good conceptual mathematical understanding and also knowledge of students‟ thinking in order to design effective lessons. Based on the findings, the types of knowledge that the teachers need to have are outlined and the theoretical and practical implications of the study are discussed.

URI

https://hdl.handle.net/11511/89083

Journal

Türk Bilgisayar ve Matematik Eğitimi Dergisi

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Examining two middle school mathematics teachers’ knowledge for teaching manipulation of algebraic expressions during lesson planning and instruction GİRİT, DİLEK; Akyüz, Didem (2019-12-01) Teachers use their content and pedagogical content knowledge for teaching algebra. For this reason, the examination of how teachers use this knowledge may help shed light on how students learn algebra, especially in determining why they usually have difficulties. The aim of the current study is to reveal what teachers know, and propose what they actually need to know for teaching the simplification and equivalence of algebraic expressions. The multiple-case study design was used for this study to compare an...
Noticing Student Mathematical Thinking Within the Context of Lesson Study GÜNER, Pınar; Akyüz, Didem (SAGE Publications, 2019-12-21) The purpose of this study is to investigate a preservice middle school mathematics teacher's noticing of student mathematical thinking within the context of lesson study as a component of a teaching practicum course in a teacher education program. This study also examines how preservice teacher education experiences in the context of lesson study influence the noticing skill of the participant preservice teacher, Lisa. Results indicated that the lesson study process supported teacher noticing of student mat...
PROSPECTIVE MATHEMATICS TEACHERS' MATHEMATICAL KNOWLEDGE FOR TEACHING Işıksal Bostan, Mine (2011-07-06) In this study we aimed to examine prospective elementary mathematics teachers' mathematical knowledge for teaching. More specifically, our aim was to understand whether the Teaching Method Course had an effect on prospective mathematics teachers' mathematical knowledge. The study was conducted with 31 prospective elementary mathematics teachers in a large public university in Ankara, Turkey in 2010-2011 fall semester. To collect data, a survey instrument including 5 open-ended questions was developed by the...
Investigating middle school mathematics teachers‟ mathematical knowledge for teaching algebra: a multiple case study Girit, Dilek; Akyüz, Didem; Department of Elementary Education (2016) The aim of this study was to examine middle school mathematics teachers’ mathematical knowledge for teaching generalization of patterns and operations with algebraic expressions in planning and implementing processes. Data were collected from two middle school mathematics teachers who worked in the same public school throughout the instruction of algebra unit at 7th grade. In data collection process, lesson plans prepared by the teachers, pre-observation interviews, observations, field notes, and post-obser...
Investigation of Using Online Video Case Discussions in Teacher Education: Sources of Evidence of Mathematics Learning Osmanoglu, Aslihan; Koç, Yusuf; Işıksal Bostan, Mine (2013-03-01) The purpose of this study was to explore pre-service and in-service mathematics teachers' analyses of student learning in a video case of mathematics instruction via an online learning forum. The study was conducted in the context of three different mathematics methods courses in a 4-year college in the Midwestern United States. Twenty-six students (19 undergraduate and 7 master's students) participated in the study. As a course assignment, the participants were asked to watch and discuss a video case of ma...

Citation Formats

D. Girit Yildiz and D. Akyüz, “Examining Two Middle School Mathematics Teachers’ Knowledge for Teaching Manipulation of Algebraic Expressions during Lesson Planning and Instruction,” Türk Bilgisayar ve Matematik Eğitimi Dergisi, pp. 588–616, 2019, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/89083.