The interaction between middle school mathematics teachers’ beliefs and pedagogical content knowledge regarding rational numbers

Download

10409004.pdf

Date

2021-7

Author

Bulut, Aykut

Metadata

Show full item record

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

Item Usage Stats

452
views

445
downloads

The aim of this study was to investigate middle school mathematics teachers’ PCK regarding rational numbers and their mathematics-related beliefs, and to understand the nature of the possible interaction between their PCK and beliefs. Data of the study were collected by (i) observation of six middle school mathematics teachers’ lessons about fractions and/or rational numbers content, (ii) two rounds of semi structured interviews, and (iii) vignettes. Data about their PCK were analyzed qualitatively with the Teacher Education Study in Mathematics (TEDS-M) Framework whereas belief data were analyzed in light of the related literature. The analyses revealed that, participants mostly tended to teach with direct instruction method, they provided verbal explanations and rules, and they seemed to have sufficient mathematical knowledge most of the time. They connected the previous topics to the rational numbers and fractions in their teaching. They believed that this way of teaching was effective in teaching or that they had to use it because that was what suited the classroom context and the topics. Almost none of participants wanted to change their teaching even when students had better knowledge and skills, but they tried to change the level of questions they asked. Participants’ beliefs and their PCK were mostly consistent in the interview and observation data. Analysis revealed that there was an interaction between their beliefs and PCK in direct and non-direct ways. Almost all of PCK dimensions of teachers interacted with their beliefs except for the Mathematical Curricular Knowledge.

Subject Keywords

Pedagogical content knowledge, Beliefs, Rational number, Fractions, Interaction

URI

https://hdl.handle.net/11511/91429

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

A Meta-Synthesis Study Identifying the Landscapes of Pre- and In-service Math Teachers' Knowledge in the Turkish Context GULMEZ-DAG, Gulcin; Yıldırım, Ali (2016-01-01) This study aims to present a synthesis of empirical studies conducted in Turkey on pre- and in-service math teachers' knowledge and to recapitulate the existing conceptualization in this particular line of research in the local context. Considering the interwoven and sophisticated nature of teachers' knowledge (Seidel & Shavelson, 2007), it sets out to enhance the understanding on what constitutes and should constitute these math teachers' knowledge by discovering the frequently studied research strands in ...
An investigation of middle school mathematics teachers' knowledge for teaching algebra Yilmaz, Nurbanu; Erbaş, Ayhan Kürşat (2017-01-01) The purpose of this study was to investigate middle school mathematics teachers' knowledge for teaching algebra. The participants of the study were 48 mathematics teachers from various middle schools. A questionnaire was conducted in order to collect data about the teachers' knowledge related to teaching of algebra. The results showed that the participating teachers were competent in making transitions among different algebraic representations. However, they had difficulties in explaining the conceptual bas...
Investigating perceptions of preservice mathematics teachers on their technological pedagogical content knowledge (TPACK) regarding geometry Bulut, Aykut; Işıksal Bostan, Mine; Department of Elementary Science and Mathematics Education (2012) The aim of this study is to investigate perceptions of preservice mathematics teachers’ technological pedagogical content knowledge (TPACK) regarding geometry. In addition, the purpose is to examine the relationships among the components of TPACK. Moreover, possible gender and year of enrollment differences related to preservice mathematics teachers’ technological pedagogical content knowledge dimensions are examined. This research study has been conducted with 780 preservice mathematics teachers who are en...
Pre-service middle school mathematics teachers’ pedagogical content knowledge regarding the area of triangles Bilik, Aslı; Işıksal Bostan, Mine; Department of Elementary Science and Mathematics Education (2016) The purpose of this study was to investigate pre-service middle school mathematics teachers’ pedagogical content knowledge on the concept of the area of triangles. In this respect, pre-service teachers' pedagogical content knowledge with respect to students' possible misconceptions/ difficulties regarding the area of triangles and the strategies that pre-service teachers employed to overcome these misconceptions/difficulties were examined. To conduct an in-depth investigation regarding the purpose of the st...
Interaction among Contextual Knowledge and Pedagogical Content Knowledge: Sociocultural Perspective Şen, Mehmet; Öztekin, Ceren (Turkish Education Association, 2019-01-01) This study examined middle school science teachers' contextual knowledge, pedagogical content knowledge and impact of contextual knowledge on pedagogical content knowledge based on sociocultural perspective. Data were collected from two teachers through semi-structured contextual knowledge interview, semi-structured pedagogical content knowledge interview, and classroom observations and then data were analyzed by deductive and inductive coding. Findings revealed four assertions regarding how teachers' conte...

Citation Formats

A. Bulut, “The interaction between middle school mathematics teachers’ beliefs and pedagogical content knowledge regarding rational numbers,” Ph.D. - Doctoral Program, Middle East Technical University, 2021.