Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
Secondary mathematics teachers' subject matter knowledge of quadratic functions and its contribution to student learning outcomes
Download
gulzade_karaci_yasa_doktora_tezi.pdf
Date
2022-8-31
Author
Karacı Yaşa, Gülzade
Metadata
Show full item record
This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
.
Item Usage Stats
332
views
287
downloads
Cite This
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 horizon content knowledge (HCK). Two case studies were conducted to investigate the contribution of teachers’ SMK to student learning outcomes regarding quadratic functions. Two teachers who were voluntary for further investigation were selected among 18 teachers based on their questionnaire results. Both teachers were interviewed before they started their instructional practice on the topic of quadratic functions. Observations were also made during their instructional practice on quadratic functions. Finally, the students of both teachers were administered a test to evaluate their performance on quadratic functions. The result showed that the majority of teachers’ CCK was stronger than their SCK and HCK regarding quadratic functions. The findings also indicated that teachers’ HCK regarding quadratic functions was fairly limited. Teachers have limited knowledge of associating quadratic functions with other content in the high school curriculum and any other concepts from advanced mathematics. Moreover, the data suggested evidence that teachers’ SMK of quadratic functions contributed to student learning outcomes. Teachers’ SMK affected their instructional practices, and their instructional practices contribute to student performance on quadratic functions.
Subject Keywords
Secondary mathematics teachers
,
Subject matter knowledge
,
Quadratic functions
,
Student learning outcomes
URI
https://hdl.handle.net/11511/99505
Collections
Graduate School of Natural and Applied Sciences, Thesis
Suggestions
OpenMETU
Core
Secondary mathematics teachers' conceptions of mathematical literacy
Genc, Murat; Erbaş, Ayhan Kürşat (2019-01-01)
The purpose of this study was to investigate secondary mathematics teachers' conceptions of mathematical literacy, which are important to consider when is essential to address in designing and implementing effective approaches. Data sources included semi-structured interviews with 16 in-service mathematics teachers from different types of secondary schools. Data analysis utilized open coding in order to identify and label patterns and themes. Results indicated that teachers' conceptions of mathematical lite...
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...
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...
Middle school mathematics teachers' pedagogical content knowledge in relation to statistical reasoning
Gokce, Rukiye; Kazak, Sibel (2017-01-01)
To investigate middle school mathematics teachers' pedagogical content knowledge (PCK) with regard to statistical reasoning, an interview protocol was developed and used with nine teachers. This paper focuses on one of the problems in this interview protocol (Basketball problem) to illustrate teachers PCK in relation to four components: big ideas, student responses, student difficulties, and instructional intervention. Our analyses showed that levels of teachers' PCK varied in each component. Teachers had d...
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...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
G. Karacı Yaşa, “Secondary mathematics teachers’ subject matter knowledge of quadratic functions and its contribution to student learning outcomes,” Ph.D. - Doctoral Program, Middle East Technical University, 2022.