Literaturnachweis - Detailanzeige
Autor/in | Tekin Sitrava, Reyhan |
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Titel | An Investigation of Prospective Mathematics Teachers' Knowledge of Basic Algorithms with Whole Numbers: A Case of Turkey |
Quelle | In: European Journal of Educational Research, 7 (2018) 3, S.513-528 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2165-8714 |
Schlagwörter | Foreign Countries; Case Studies; Preservice Teachers; Mathematics Teachers; Pedagogical Content Knowledge; Problem Solving; Mathematics Skills; Mathematical Concepts; Knowledge Level; Addition; Subtraction; Multiplication; Arithmetic; Middle School Teachers; Secondary School Mathematics; Turkey Ausland; Case study; Fallstudie; Case Study; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Problemlösen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Wissensbasis; Subtraktion; Multiplikation; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Türkei |
Abstract | The aim of this qualitative case study is to investigate prospective mathematics teachers' subject matter knowledge of the underlying concepts of standard and nonstandard algorithms used to solve the problems with whole numbers. Twenty three prospective mathematics teachers enrolled in the Elementary Mathematics Education Program of one of the most successful universities in Turkey were the participants of the study. The data was collected through four tasks containing basic algorithms. More specifically, the Ones Task assessed participants' understanding of the underlying place value concepts of standard algorithms. The Andrew Task and the Doubling Task required participants to conceptualize and interpret nonstandard strategies. In the Division Task, participants were expected to provide in-depth explanation for the difference between multiplication and division and between partitive division and measurement division. The content analysis method was used to analyze the data. The results of the study revealed that more than half of the prospective mathematics teachers had knowledge about the place value of 1 in addition and subtraction, and also multiplication. However, most of the prospective teachers could not explain the underlying principle and the meaning of the nonstandard algorithm in subtraction. Similar to their knowledge on subtraction, prospective teachers' knowledge on division was limited. (As Provided). |
Anmerkungen | Eurasian Society of Educational Research Association. Ataturk District 70.Str. No:15 Gaziantep, Turkey 27260. Tel: +90-342-2116792; Fax: +90-342-2116677; e-mail: editor@eu-jer.com; Web site: http://www.eu-jer.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |