Investigation of the Specialized Content Knowledge of the Pre-Service Primary School Teachers about Multiplication

Autor/inn/en	Özel, Zeynep; Yilmaz, Aysenur; Isiksal-Bostan, Mine; Özkan, Betül
Titel	Investigation of the Specialized Content Knowledge of the Pre-Service Primary School Teachers about Multiplication
Quelle	In: International Journal for Mathematics Teaching and Learning, 23 (2022) 2, S.115-143 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1473-0111
Schlagwörter	Preservice Teachers; Elementary School Teachers; Elementary School Mathematics; Multiplication; Pedagogical Content Knowledge; Problem Solving; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elementare Mathematik; Schulmathematik; Multiplikation; Pädagogische Kompetenz; Problemlösen; Ausland; Türkei
Abstract	This study aimed to investigate the specialized content knowledge of pre-service primary school teachers about multiplication through problem posing and the justification for the accuracy of the multiplication of a two-digit number and a single-digit number. The research questions were formulated based on the theoretical framework of Ball and her colleagues' teacher knowledge. The data were collected from second, third, and fourth-year pre-service teachers studying in the Faculty of Education of a state university using two open-ended questions. The data were analyzed with the content analysis method to provide a detailed perspective on the specialized content knowledge of pre-service teachers about multiplication. The study's findings showed that although the pre-service teachers had difficulties writing a problem related to multiplication operations in which one of the multipliers was zero, the number of correct problem statements for the given operation increased as the pre-service teachers proceeded in their education. Another finding of the study is that the majority of the pre-service teachers made correct interpretations about the correctness or incorrectness of the solutions to the multiplication of a two-digit number and a single-digit number. However, it was observed that the pre-service teachers based their justifications for the student solutions given to them on students' operational knowledge rather than their conceptual knowledge of the multiplication operation. The study's findings were discussed within the framework of the relevant literature, and some recommendations were made. (As Provided).
Anmerkungen	Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.org.uk/ijmtl/index.php/IJMTL/about
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01