Examining Prospective Mathematics Teachers' Pedagogical Content Knowledge on Fractions in Terms of Students' Mistakes

Autor/inn/en	Sahin, Ömer; Gökkurt, Burçin; Soylu, Yasin
Titel	Examining Prospective Mathematics Teachers' Pedagogical Content Knowledge on Fractions in Terms of Students' Mistakes
Quelle	In: International Journal of Mathematical Education in Science and Technology, 47 (2016) 4, S.531-551 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2015.1092178
Schlagwörter	Mathematics; Mathematics Teachers; Fractions; Pedagogical Content Knowledge; Educational Strategies; Preservice Teachers; Higher Education; Foreign Countries; Case Studies; Qualitative Research; Elementary School Mathematics; Teaching Methods; Mathematics Instruction; Multiplication; Test Items; Questioning Techniques; Error Patterns; Error Correction; Content Analysis; Turkey + Suchen Sie Ihr Suchwort? Mathematik; Mathematics; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Bruchrechnung; Pädagogische Kompetenz; Lehrstrategie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Case study; Fallstudie; Case Study; Qualitative Forschung; Elementare Mathematik; Schulmathematik; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Multiplikation; Test content; Testaufgabe; Befragungstechnik; Fragetechnik; Fehlertyp; Korrektur; Inhaltsanalyse; Türkei
Abstract	The aim of the study is to examine prospective mathematics teachers' pedagogical content knowledge in terms of knowledge of understanding students and knowledge of instructional strategies which are the subcomponents of pedagogical content knowledge. The participants of this research consist of 98 prospective teachers who are studying in two universities in Turkey. The participants were selected with the purposive sampling method which is one of the non-random sampling methods. Case study method, which is based on the qualitative research approach, was used. The answers given by secondary school students to fraction-related open-ended questions in the study of Soylu and Soylu were used as the data collection tool. The obtained data were analyzed via the content analysis technique. The analyses showed that the prospective mathematics teachers' pedagogical content knowledge on fractions was not at an adequate level in identifying and correcting students' errors. However, it was observed that the prospective teachers experienced more difficulty in the knowledge of instructional strategies compared to the knowledge of understanding students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01