Evolution of Mathematics Teachers' Pedagogical Knowledge When They Are Teaching through Modeling

Autor/inn/en	Aydogan Yenmez, Arzu; Erbas, Ayhan Kursat; Alacaci, Cengiz; Cakiroglu, Erdinc; Cetinkaya, Bulent
Titel	Evolution of Mathematics Teachers' Pedagogical Knowledge When They Are Teaching through Modeling
Quelle	In: International Journal of Education in Mathematics, Science and Technology, 5 (2017) 4, S.317-332 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-611X
Schlagwörter	Mathematics Teachers; Mathematics Instruction; Case Studies; Pedagogical Content Knowledge; Foreign Countries; Secondary School Mathematics; Secondary School Teachers; Inservice Teacher Education; Mathematical Models; Teacher Effectiveness; Teaching Methods; Faculty Development; Semi Structured Interviews; Observation; Turkey + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Case study; Fallstudie; Case Study; Pädagogische Kompetenz; Ausland; Lehrerfortbildung; Mathematical model; Mathematisches Modell; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Türkei
Abstract	Use of mathematical modeling in mathematics education has been receiving significant attention as a way to develop students' mathematical knowledge and skills. As effective use of modeling in classes depends on the competencies of teachers we need to know more about the nature of teachers' knowledge to use modeling in mathematics education and how this knowledge evolves. The aim of this study is to investigate how teachers' pedagogical knowledge to use modeling in the classroom is formed and modified through professional development activities based on lesson study cycle from modeling perspective. The professional development program reported in this study included five monthly cycles consisted of meeting before the implementation, implementation of the activity and a follow up meeting. The participants were four in-service mathematics teachers. Results showed that the program provided opportunities for teachers to test, revise, and refine their knowledge. More specifically, teachers generated effective strategies for proper implementation of the modeling activities in the classroom. (As Provided).
Anmerkungen	International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: http://ijemst.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01