Middle school mathematics teachers' pedagogical content knowledge in relation to statistical reasoning

Date

2017-01-01

Author

Gokce, Rukiye
Kazak, Sibel

Metadata

Show full item record

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

Item Usage Stats

98
views

0
downloads

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 difficulties mostly in explaining student difficulties, developing instruction intervention strategies and distinguishing appropriate and inappropriate student reasoning.

Subject Keywords

Statistical reasoning, pedagogical content knowledge, middle school teachers

URI

https://hdl.handle.net/11511/99889

Conference Name

10th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME)

Collections

Department of Mathematics and Science Education, Conference / Seminar

Suggestions

OpenMETU
Core

Middle school mathematics teachers’ perceptions of inclusion and their use of teaching strategies in basic arithmetical operations and problems Gülden, Berna; Akyüz, Didem; Department of Elementary Science and Mathematics Education (2019) The aim of this study is to examine the perceptions of middle school mathematics teachers about inclusion and their teaching strategies in basic arithmetical operations and problems. In addition, the other purpose is to investigate opinions of middle school mathematics teachers about touch point, concrete-representational-abstract (CRA) and virtual-representational-abstract (VRA) strategies. The study was carried out in the 2018-2019 academic year in a middle school in Küçükçekmece, Istanbul with six mathem...
Middle School Mathematics Teachers' Views and Experiences Regarding Technology Integration Duran, Anıl Ayseli; Çakıroğlu, Erdinç; Department of Mathematics Education (2022-6-27) The purpose of the study was to investigate the views and experiences of middle school mathematics teachers regarding technology integration. How they use technology, their perceived benefits of it, difficulties that they face, their ways of overcoming the difficulties, and teachers’ suggestions that would be helpful for all teachers were determined based on their experiences. Qualitative research was conducted with nine middle school mathematics teachers using the snowball sampling method. The participants...
Technological pedagogical content knowledge (tpack) development of preservice middle school mathematics teachers in statistics teaching: a microteaching lesson study Kurt, Gamze; Çakıroğlu, Erdinç; Department of Elementary Education (2016) The current study examined the development of technological pedagogical content knowledge (TPACK) of preservice mathematics teachers in statistics teaching with virtual manipulatives in the context of a microteaching lesson study (MLS). Since “technology integration is described by how and why it is used rather its amount or type”, integrating technology into education necessitates investigation of instructional uses of digital tools and resources (Earle, 2002, p. 8). TPACK framework suggested by Koehler an...
Assessment of preservice mathematics teachers’ knowledge for teaching statistics Mercimek, Oktay; Erbaş, Ayhan Kürşat; Department of Secondary Science and Mathematics Education (2013) The purpose of this study is to assess preservice teachers’ mathematical knowledge for teaching statistics (MKT-S). For this purpose, MKT-S instrument consisting of two dimensions, ‘content knowledge’ (CK) and ‘pedagogical content knowledge’ (PCK) was developed, and applied to 659 preservice middle school mathematics teachers (PTs). Confirmatory factor analysis showed that CK and PCK are two different dimensions of mathematical knowledge of teaching statistics. It was found that CK factor scores were highly...
Secondary mathematics teachers' subject matter knowledge of quadratic functions and its contribution to student learning outcomes Karacı Yaşa, Gülzade; Erbaş, Ayhan Kürşat; Department of Secondary Science and Mathematics Education (2022-8-31) 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 hori...

Citation Formats

R. Gokce and S. Kazak, “Middle school mathematics teachers’ pedagogical content knowledge in relation to statistical reasoning,” presented at the 10th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME), Dublin, İrlanda, 2017, Accessed: 00, 2022. [Online]. Available: https://hdl.handle.net/11511/99889.