Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematics educational research

Teachers' content and pedagogical content knowledge on rational numbers: A comparison of prospective elementary and lower secondary school teachers

The purpose of this study was to assess 81 kindergarten teachers’ pedagogical content knowledge of mathematics on six subcategory areas such as number sense, pattern, ordering, shapes, spatial sense, and comparison. The data showed participants possessed a higher level of pedagogical content knowledge of “number sense” (M = 89.12) compared to other mathematics pedagogical content areas. The second highest scores among six subcategories of pedagogical content knowledge of mathematics was for the pedagogical content area of “pattern” (M = 82.33). The lowest scores among those six subcategories of kindergarten teachers’ pedagogical content knowledge were obtained from the subcategory of “spatial sense” (M = 44.23), which involved the means to introduce children to spatial relationships. The second lowest score was obtained for the subcategory of “comparison” (M = 50.40) which involved the means to introduce the concept of graphing and the use of a balance scale for measurement.

Exploring Kindergarten Teachers’ Pedagogical Content Knowledge of Mathematics

Over the past 25 years, PCK has become widely accepted as a useful construct in understanding the unique nature and development of teachers’ knowledge, and PCK research in the field of teacher education has rapidly accumulated. Yet while there is consensus in the literature about the importance of the construct in bringing together specific types of knowledge that teachers require to support effective student learning of particular subject matter, questions still remain about how PCK can be understood, developed and organised in the context of initial teacher education. The development of PCK has been the subject of studies in different programme formats of teacher education, at different levels (primary, secondary), in different subjects, and in various countries. From these studies, it is apparent that whatever the organizational format of the programme, the development of PCK should be related to pre-service teachers’ subject matter knowledge on the one hand, and their teaching experiences, notably during practicum, on the other. Equally, developing PCK requires pre-service teachers’ ability and willingness to view subject matter from a learners’ perspective. Depending on the level of subject matter knowledge of pre-service teachers at the start of their programme, the development of PCK may benefit from a design which integrates institute based activities with authentic classroom teaching of subject matter.

Pedagogical Content Knowledge in Teacher Education

In this study teacher candidates’ learning approaches, learning styles and critical thinking dispositions were investigated. The sample of the study consists of 528 students in Sakarya University Faculty of Education. Revised Two-Factor Study Process Questionnaire (R-SPQ-2F), Perceptual Learning Style Questionnaire (PLSQ) and California Critical Thinking Disposition Inventory (CCTDI) were used as data collection tools. The results obtained indicated that critical thinking dispositions of teacher candidates are in general at medium and lower levels and their major learning styles are generally kinesthetic, individual and auditory. Critical thinking disposition positively correlates with deep learning approach, tactile and kinesthetic learning styles and negatively correlates with surface learning approach. Deep learning approach positively correlates with tactile and kinesthetic learning styles. Statistically significant difference was observed in favor of girls with respect to both critical thinking disposition and deep learning approach. Statistically significant difference was observed between BS students and MS students with respect to both critical thinking disposition and deep learning approach in favor of MS students. In addition, teacher candidates’ critical thinking disposition and deep learning approach scores do not differ with respect to geographical region, location size (village, town etc.), and monthly expense.

Investigation Of Teacher Candidates' Learning Approaches, Learning Styles And Critical Thinking Dispositions

The purpose of this research was to determine the pre-service primary mathematics teachers’ competency of pedagogical content knowledge in mathematics. The data were collected by means of four open ended problems from the participation of 45 primary mathematics teacher candidates. Teacher candidates’ responses were analyzed based on pre-determined criteria. According to findings it was found that having a deep understanding of mathematical knowledge was necessary but not sufficient to teach mathematics. This finding pointed out the connection between knowledge of mathematics and knowledge of mathematics teaching. It is suggested that primary mathematics teacher candidates should be educated both from “mathematics knowledge” and “pedagogical content knowledge” aspects.

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The pedagogical content knowledge in mathematics: pre- service primary mathematics teachers' perspectives in turkey

Bu arastirma ilkogretim matematik ogretmen adaylarinin elestirel dusunme egilim ve becerilerini belirlemeyi amaclamaktadir. Bir elestirel dusunme olcegi ve matematiksel elestirel dusunme problemleri veri toplama araclari olarak kullanilmistir. Calisma grubu Turkiye’nin batisinda yer alan bir buyuk universiteden secilmistir. 227 matematik ogretmen adayi bu calismaya katilmistir. Verilerin analizleri sonucunda, ogretmen adaylarinin elestirel dusunme egilimleri pozitif yonde fakat yeterince yuksek cikmamistir. Ayrica elestirel dusunme egilim olcegi sonuclari ve matematiksel elestirel dusunme problemleri sonuclari bir uyum gostermistir. Elde edilen bu sonuclar dikkate alinarak, ogretmen adaylarinin guclu ve zayif yanlari ortaya cikarilmistir

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Türkiye'den Bir Profil: 11-13 Yaş Gurubu Matematik Öğretmen Adaylarının Eleştirel Düşünme Eğilim ve Becerileri

Mathematical proof, which has internationally accepted rules and methods, is one of the fundamental processes of mathematics. In this study, teacher candidates’ views on proof are searched. These views on proof could supply information to reveal teacher candidates’ possible problems concerning proofs and to overcome these difficulties. Data is gathered by a scale. Results showed that majority of the teacher candidates either having no specific opinions on doing of mathematical proofs or their opinions were less than satisfactory.

/pdf/matematik-ogretmen-adaylarinin-ispat-yapmaya-yonelik-3cauppvygo.pdf

Matematik Öğretmen Adaylarının İspat Yapmaya Yönelik Görüşleri

Bu arastirmanin amaci, ilkogretim sekizinci siniftan mezun ogrencilerin matematiksel dusunme ve akil yurutme sureclerini incelemektir. Arastirmada tarama (survey) yontemi kullanilmistir. Izmir evreninden tabakali ornekleme stratejisi ile secilen 20 okuldan toplanan 262 ogrencinin verileri nicel ve nitel veri cozumleme teknikleri kullanilarak incelenmistir. Veri toplama araci olarak on tane acik uclu problem kullanilmistir. Acik uclu problemlerin analizi ile elde edilen veriler, Izmir evreninde yer alan ilkogretim sekizinci siniftan yeni mezun ogrencilerin problem cozmede matematiksel bilgilerle iliskilendirme yapmada ve mantiksal akil yurutmede sorun yasadiklarina isaret etmektedir. Bu duruma neden olan faktorler ogrencilerin verilenlerden hareketle degil oznel goruslerine dayanarak akil yurutmeleri, dusuncelerini kanitlar sunarak ve aciklamalar yaparak ifade edememeleri ve verilenler arasinda iliskilendirme yaparak problemleri cozmemeleri olarak ozetlenebilir.

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Sibel Yeşildere

Papers

The pedagogical content knowledge in mathematics: pre- service primary mathematics teachers' perspectives in turkey

Türkiye'den Bir Profil: 11-13 Yaş Gurubu Matematik Öğretmen Adaylarının Eleştirel Düşünme Eğilim ve Becerileri

Matematik Öğretmen Adaylarının İspat Yapmaya Yönelik Görüşleri

Examination of Students’ Mathematical Thinking and Reasoning Processes

İlköğretimde Proje Tabanlı Öğrenmenin Yeri