Date

2022-4-21

Author

Savuran, Ruya

Metadata

Show full item record

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

Item Usage Stats

263
views

251
downloads

Cite This

The purpose of this study is to understand the nature and development of prospective mathematics teachers’ specialized knowledge for teaching the concept of limit in a broad sense through designed lesson study development model. The teaching experiment methodology was adopted to examine the nature and development of prospective mathematics teachers’ specialized knowledge for teaching the concept of limit; in particular, the teacher development experiment was utilized. Accordingly, lesson study with its phases including investigation, planning, research lessons, and reflection was designed and utilized as teacher development experiment in order to provide development of knowledge for teaching the concept of limit. The model of Mathematics Teachers Specialized Knowledge proposed by Carrillo-Yañez and his colleagues (2018) was used as an analytical and theoretical framework to examine the development of knowledge for teaching the concept of limit. Considering the aim of the study, the study focused on the development of specialized knowledge of a prospective mathematics teacher (Mila- as a pseudonym) who was chosen purposefully among the lesson study group members which included three prospective mathematics teachers. The data was collected during the vi spring semester of 2018-2019 academic year, in particular at the beginning of the semester in the time of the concept of limit. The data were gathered primarily from the clinical interviews conducted before and after the lesson study process, observations of the cycles of lesson study, lesson plans, reflection papers and field notes. The findings indicated that the prospective mathematics teacher had lack of knowledge for teaching mathematics in some indicators of sub-domains of the model. The designed-lesson study enabled the prospective mathematics teacher to improve her knowledge in a broad view in the concept of limit. By this way, the prospective mathematics teacher took a critically more reflective stance on her teaching and developing her own knowledge by means of thinking on how to teach the concept and how to help students make sense of such an abstract concept in their mind. In addition, the findings revealed a model which includes critical elements such as pre- interviews before the process, rich group discussions, sufficiently long lesson planning, and the nature of the concept, and how knowledge development is observed when these elements are integrated into the process in accordance with the observable characteristics of the lesson study. The study has important implications for teacher preparation programs, mathematics teacher educators and mathematics education researchers in both practical and theortical way.

Subject Keywords

Prospective mathematics teacher education; Mathematics Teachers’ Specialized Knowledge; Lesson study; The concept of limit

URI

https://hdl.handle.net/11511/97349

Collections

Graduate School of Natural and Applied Sciences, Thesis