Revealing Implicit Knowledge of Pre-Service Mathematics Teachers in Lesson Planning: Knowledge of Infinity

Download

index.pdf

Date

2022-7-01

Author

Savuran, Rüya
Işıksal Bostan, Mine

Metadata

Show full item record

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

Item Usage Stats

227
views

71
downloads

The study aims to explore how pre-service mathematics teachers reveal their knowledge of infinity during the lesson planning process in the context of limit. Specifically, we adopted the dimensions of mathematics teachers’ specialized knowledge, which are related to mathematical knowledge and its relation with teaching. We conducted an exploratory case study design in a two-cycle lesson planning process with three senior pre-service mathematics teachers. The findings indicated that in the first planning process the participants did not use infinity as a way of thinking, rather they focused on paradoxes and potential infinity. After they taught their lesson plan, they started to think about the complexity of infinity not only in the context of limit but also in the concept itself during the lesson planning process. The findings did not cover the knowledge of infinity; rather, they yield important implications for lesson planning process to reveal teachers’ knowledge for teaching.

Subject Keywords

Infinity, Lesson planning, Mathematics teachers’ specialized knowledge, Pre-service mathematics’ teachers, Teacher education

URI

https://hdl.handle.net/11511/97741

Journal

European Journal of Science and Mathematics Education

DOI

https://doi.org/10.30935/scimath/11838

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Exploring secondary mathematics teachers’ conceptions of mathematical literacy Genç, Murat; Erbaş, Ayhan Kürşat; Department of Secondary Science and Mathematics Education (2017) The purpose of this research study was to investigate secondary mathematics teachers’ conceptions of mathematical literacy. In doing so, the following three crucial interrelated issues were addressed: (i) teachers’ conceptions of what the notion of mathematical literacy means, (ii) teachers’ conceptions of how the development of mathematical literacy could be facilitated, and (iii) teachers’ conceptions of what a mathematics curriculum emphasizing mathematical literacy should look like. The data gathered fo...
Pre-service elementary mathematics teachers' knowledge about definitions of integers and their knowledge about elementary students' possible misconceptions and errors in describing integers Kubar, Ayşenur; Çakıroğlu, Erdinç; Department of Elementary Science and Mathematics Education (2012) The aim of the study is to examine the nature of pre-service elementary mathematics teachers’ subject matter knowledge about definition of integers and the nature of pre-service elementary mathematics teachers’ pedagogical content knowledge about definitions of integers. For this purpose, pre-service mathematics teachers’ knowledge about definitions of integers, their interpretations of quoted definitions of integers, their knowledge about elementary students’ possible misconceptions and errors regarding de...
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...
An Analysis of prospective middle school mathematics teachers‘ argumentation structures in technology and paper-pencil environments Erkek, Özlem; Işıksal Bostan, Mine; Department of Elementary Education (2017) The purpose of the current study was to investigate the nature of argumentation structures of prospective middle school mathematics teachers while solving geometry tasks within the GeoGebra and Paper-Pencil groups. The study employed qualitative case study design and the data of which were collected from 16 prospective middle school mathematics teachers during the fall semester of the 2013-2014 academic year. Data were based on the video recordings of the implementations, the focus group interviews and docu...
Use of learning trajectories based instruction to restructure pre-service elementary teachers’ mathematical content and student knowledge Yılmaz, Zuhal; Haser, Çiğdem; Department of Elementary Education (2015) The purpose of this study was to explore elementary pre-service teachers’ (PTs) mathematical content knowledge (MCK) and student knowledge (SK) restructuring practices for equipartitioning related mathematical ideas. Nine senior PTs from a private university located southeastern part of the Turkey were voluntarily participated to Learning Trajectories Based Instruction (LTBI) teaching experiment. Classroom video data, written works of PTs, pre-post tests and field notes were the main sources of the data col...

Citation Formats

R. Savuran and M. Işıksal Bostan, “Revealing Implicit Knowledge of Pre-Service Mathematics Teachers in Lesson Planning: Knowledge of Infinity,” European Journal of Science and Mathematics Education, vol. 10, no. 3, pp. 269–283, 2022, Accessed: 00, 2022. [Online]. Available: https://hdl.handle.net/11511/97741.