Evaluating Prospective Mathematics Teachers' Knowledge Regarding Teaching Strategies Through Teaching Practicum-Reference-Cited by-同舟云学术

Evaluating Prospective Mathematics Teachers' Knowledge Regarding Teaching Strategies Through Teaching Practicum

Published:2023-05 Issue:2 Volume:26 Page:69-98
ISSN:2223-2621
Container-title:Khazar Journal of Humanities and Social Sciences
language:
Short-container-title:KJHSS

Author:

Koçak Meltem¹^ORCID,Soylu Yasin¹

Affiliation:

1. Ataturk University, Erzurum, Turkiye

Abstract

The aim of this study is to evaluate prospective mathematics teachers' knowledge of teaching strategies on geometric objects by observing their instruction through teaching practicum. Because the observation is of prospective teachers' teaching-strategy knowledge in real life contexts, conducting the study in a classroom environment enables this study to get more valid and reliable results. On this basis, we followed an evaluative case study research-designbased a on qualitative research paradigm. The participants were seven elementary prospective mathematics teachers studying at a state university in Turkey. In the data collection process, interviews and observations were used, and the data obtained were analyzed via both descriptive and content analyses techniques. The findings suggest that prospective teachers do not have a wide knowledge on the sort of strategies used in teaching geometric objects; they generally adopted traditional methods, and, due to the abstract nature of geometric objects, their instruction were ineffective at clarifying the dimensions of concept. Besides, it is seen that a real-life environment is beneficial in terms of achieving more realistic and in-depth results.

Publisher

Khazar University Press

Subject

Pharmacology (medical)

Reference4 articles.

1. Adıgüzel, A., (2017). The relationship between teacher candidates’ pedagogical competence perceptions and their attitudes about teaching profession. Turkish Journal of Education. 6(3), 113-128. 10.19128/turje.296481Akiba, M., Murata, A., Howard, C. C. & Wilkinson, B. (2019). Lesson study design features for supporting collaborative teacher learning. Teaching and Teacher Education, 77(1), 352–65. https://doi.org/10.1016/j.tate.2018.10.012An, S., Kulm, G. & Wu, Z. (2004). The pedagogical content knowledge of middle school, mathematics teachers in China and the U.S. Journal of Mathematics Teacher Education,7, 145–72. 10.1023/B:JMTE.0000021943.35739.1c.Ball, D. L., Hill, H. C. & Bass, H. (2005). Knowing mathematics for teaching: who knows mathematics well enough to teach third grade, and how can we decide?” American Educator, 29(1):14-17,20-22,43-46. http://hdl.handle.net/2027.42/65072Batur, Z., & Balcı, S. (2013). A study on turkish teachers’ proficiency level in the subject matter. Adıyaman University Journal of Social Sciences Institute, 11, 9–19. https://doi.org/10.14520/adyusbd.468Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M. & Tsai, Y. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133–80. https://doi.org/10.3102/0002831209345157Baykul, Y. (2014). Teaching Mathematics in Secondary School (Grades 5-8). Pegem.Beach, P., Henderson, G. & McConnel, J. (2020) Elementary teachers’ cognitive processes and metacognitive strategies during self-directed online learning, Teachers and Teaching, 26, 5-6, 395-413. https://doi.org/10.1080/13540602.2020.1863206Bogdan, R. C., & Biklen, S. K. (2007). Research for Education: An Introduction to Theories and Methods. Pearson.Boran, E., & Tarım, K. (2018). Reflections of middle school teachers’ professional competency on teaching with lesson study model. International Journal of Educational Studies in Mathematics 5(1), 23–38. https://dergipark.org.tr/tr/download/article-file/440941Council of Higher Education (2023). Retrieved from https://istatistik.yok.gov.tr/Fokkens-Bruinsma, M., Van Rooij, E. C. M. and Canrinus, E. T. (2020). Perceived classroom goal structures as predictors of students’ personal goals, Teachers and Teaching, 26(1), 88-102. https://doi.org/10.1080/13540602.2020.1740195Carnoy, M., & Arends, F. (2012). Explaining mathematics achievement gains in Botswana and South africa. Prospects, 42(4), 453–68. https://doi.org/10.1007/s11125-012-9246-6 Creager, M. A. (2016). The mathematical knowledge of secondary pre-service teachers for teaching geometric proof. (Publication No. 10143623) [Doctoral dissertation, Indiana University]. ProQuest Dissertations and Theses Global. Creswell, J. W. (2015). 30 essential skills for the qualitative researcher. SAGE Publications.Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: choosing among five approaches. SAGE publications.Demirel, T., Somyürek, S. & Yılmaz, G. (2017). Investigation of middle school students’

2. written argumentation skills about geometric objects and volume measurement. Ahi Evran University Journal of Kırşehir Education Faculty, 18(1), 191–211. https://dergipark.org.tr/tr/pub/kefad/issue/59268/851428Didiş Kabar, M. G., & Amaç, R. (2018). Investigating pre-service middle-school mathematics teachers’ knowledge of student and instructional strategies: an algebra case. Abant İzzet Baysal University Journal of Education Faculty, 18(1), 157–85. https://doi.org/10.17240/aibuefd.2018..-359810Dobrota, M. & Benković, S. (2014). Comparing ’Ex-Cathedra’ and IT-supported teaching methods and techniques: Policy of teaching practice. Croatian Journal of Education, 16(3), 91-108. https://doi.org/10.15516/cje.v16i0.581Dotger, S. & Walsh. D. (2015). Elementary art & science: observational drawing in lesson study. International Journal for Lesson and Learning Studies, 4(1), 26–38. https://doi.org/10.1108/IJLLS-05-2014-0013Fernandez, C., & Yoshida, M. (2004). Lesson study: a Japanese approach to improving mathematics teaching and learning. Lawrence Erlbaum Associates, 1–229. https://doi.org/10.4324/9781410610867Flores-Bascuñana, M., Diago, P. D., Villena-Taranilla, R. & Yáñez, D. F. (2019). On augmented reality for the learning of 3d-geometric contents: a preliminary exploratory study with 6-grade primary students. Education Sciences 10(1), 4. 10.3390/educsci10010004.Gökkurt, B. (2014). An examination of secondary school mathematics teachers’ pedagogical content knowledge on geometric shapes (Unpublished Dissertation Thesis). Atatürk University.Gökkurt, G., Koçak, M., & Soylu, Y. (2016, May). Examination of prospective teachers' content knowledge and teaching strategy knowledge on the subject of geometric objects. VIII. Oral presentation presented at the international educational research congress. Çanakkale, Turkey. Hangül, T. (2010). The effect of the computer assisted instruction (CAI) on student attitude in mathematics teaching of primary school 8 th class and views of students towards CAI. (Publication No. 275264) [Master Thesis, Balıkesir University]. National Thesis Center of the Council of Higher Education.Hersey, N. D. (2018). Investigatingbeginning secondary mathematics teachers’ perceptions and development of their pedagogical content knowledge. [Doctoral dissertation, University Of Rhode Island]. DigitalCommons@URI.Horzum, T. (2017). The investigation of preservice mathematics teachers’ knowledge about quadrilaterals through concept map. Turkish Journal of Computer and Mathematics Education, 9(1), 1–30. 10.16949/turkbilmat.333678.Jackson, B., Hauk, S., Tsay, J. J. & Ramirez, A. (2020). Professional development for mathematics teacher education faculty: need and design. The Mathematics Enthusiast, 17(2), 537–82. 10.54870/1551-3440.1497Karakuş, F. (2018). Investigation of primary pre-service teachers’ concept images on cylinder and cone. Elementary Education Online, 17(2), 1033–1050. 10.17051/ilkonline.2018.419352.Keşan, C., & Akbulut, E. S. (2019). The effect of using smart boards on eliminating 7 th grade middle school students’ misconceptions in algebra. International Journal of New Trends in Arts, Sports & Science Education, 8(1), 17-33. http://www.ijtase.net/index.php/ijtase/article/view/95/100Kind, V., & Chan, K.H. (2019). Resolving the amalgam: connecting pedagogical content knowledge, content knowledge and pedagogical knowledge. International Journal of

3. Science Education, 41(7), 964–78. 10.1080/09500693.2019.1584931.Koçak, M. & Soylu, Y. (2017). Analysis of pre‑service mathematics teachers' teaching strategy knowledge of geometric formulas. Universal Journal of Educational Research, 5(3): 297‑315. 10.13189/ujer.2017.050302 Kohlbacher, F. (2006). The use of qualitative content analysis in case study research. Qualitative Social Research 7(1), 1–30. https://doi.org/10.17169/fqs-7.1.75. Krijan, I.P., Opić, S. & Rijavec, M. (2017). The role of pedagogical content knowledge and experience of elementary school teachers in the implementation of inquiry teaching. Croatian Journalof Education, 19(3), 117-136.https://doi.org/10.15516/cje.v19i0.2710Kuennen, E. W., & Beam, J. E. (2020). Teaching the mathematics that teachers need to know: classroom ideas for supporting prospective elementary teachers’ development of mathematical knowledge for teaching. The Mathematics Enthusiast, 17(2), 771–805. 10.54870/1551-3440.1503Kutluca, T., & Baki, A. (2009). Investigating of views of students, student teachers and teachers about difficult subjects in 10th grade mathematics class. Kastamonu Education Journal 17(2), 609–624. https://www.researchgate.net/publication/281595550_Investigating_of_views_of_students_student_teachers_and_teachers_about_difficult_subjects_in_10th_grade_mathematics_class/citationsLee, S.H. & Hollebrands, K. (2008). Preparing to teach mathematics with technology: An integrated approach to developing technological pedagogical content knowledge. Contemporary Issues in Technology and Teacher Education, 8(4), 326-341. https://citejournal.org/volume-8/issue-4-08/mathematics/preparing-to-teach-mathematics-with-technology-an-integrated-approach-to-developing-technological-pedagogical-content-knowledge/Loewenberg Ball, D., Thames, M. H. & Phelps, G. (2008). Content knowledge for teaching. Journal of Teacher Education, 59(5), 389–407. 10.1177/0022487108324554.Loughran, J., Berry, A. & Mulhall, P. (2012). Understanding and developing science teachers’ pedagogical content knowledge. Springer Science & Business Media.Masri, R., Ghazali, A., Adnan, M., Mohamed, H., Efendi, R., and Yuanita, P. (2021). The relationships between teacher’s pedagogical content knowledge, teaching styles and efficacies among primary school mathematics teachers. Review of International Geographical Education, 11(4), 928-940. 10.33403/rigeo.8006807McMillan, J. H., & Schumacher, S. (2014). Research in education: evidence-based inquiry. Pearson Higher.Merriam, S. B. (1998). Qualitative research and case study applications in education. revised and expanded from case study research in education. Jossey-Bass Publishers.Merriam, S. B. (2015). Qualitative research a guide to design and implementation(S. Turan (Ed.)). Nobel Akademi.Miles, M. B., Huberman, A. M. & Saldaña, J. (2014). Qualitative data analysis: a methods sourcebook. SAGE Publications.Ministry of Education [MNE]. (2018). Mathematics lesson (primary and secondary school 1,2,3,4,5, 6, 7 and 8 grades) teaching curriculum. Head Council of Education and Morality.Öztürk, M., (2021). Teacher cognition: A powerful phenomenon developing and governing habits of teaching. Turkish Journal of Education, 10(2), 178-194. https://doi.org/10.19128/turje.801945.Peterson, P.L., Fennema, E., Carpenter, T. P. & Loef, M. (1989). Teacher’s pedagogical

4. content beliefs in mathematics. Cognition and Instruction, 6(1), 1–40. https://www.jstor.org/stable/3233461Pitjeng-Mosabala, P., & Rollnick, M. (2018). Exploring the development of novice unqualified graduate teachers’ topic-specific pck in teaching the particulate nature of matter in south africa’s classrooms. International Journal of Science Education, 40(7), 742–70. 10.1080/09500693.2018.1446569.Shulman, Lee S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4. 10.2307/1175860.Speer, N. M., King, K. D. & Howell, H. (2015). Definitions of mathematical knowledge for teaching: using these constructs in research on secondary and college mathematics teachers. Journal of Mathematics Teacher Education, 18(2), 105–122. 10.1007/s10857-014-9277-4 Stevens, T., Harris, G., Aguirre-Munoz, Z. & Cobbs, L. (2009). A case study approach to increasing teachers’ mathematics knowledge for teaching and strategies for building students’ maths self-efficacy. International Journal of Mathematical Education in Science and Technology, 40(7), 903–914. 10.1080/00207390903199269.Toptaş, V. (2008). Examining the teaching-learning process with the activities in the classroom in geometry teaching. Elementary Education Online, 7(1), 91-110. http://www.ilkogretim-online.org/fulltext/218-1596633119.pdf?1643131086Tutak, T., Aydoğdu, M. & Akgül, A. (2015). The effect of cabri 3d software in teaching sphere and volume of geometric objects on student success and attitude at secondary school in 8th grade. Turkish Journal of Educational Studies, 2(1), 113-133. https://dergipark.org.tr/tr/download/article-file/403133Van de Walle, J.A., Karp, K.S., & Bay-Williams, J.M. (2013). Elementary and middle school mathematics: teaching developmentally.(S. Durmuş, ed.). Nobel Academy Publishing. (Original work published 2010). Van Driel, J. H. & Berry, A. (2010). Pedagogical content knowledge. Pp. 656–61 in International Encyclopedia of Education (Third Edition), edited by P. Peterson, E. Baker, and B. McGaw. Elsevier.Wang, Z. (2017). Investigating mathematics teachers’ knowledge for teaching and their learning trajectories. (Publication No. 10195934.) [Doctoral dissertation, Toronto University]. Yayla, Ö. (2016). Subject matters secondary school students (5th, 6th, 7th and 8th grades) find difficult in math classes, reasons of difficulty and recommendations for solutions.(Publication No 429454) [Master Thesis, Gazi University]. National Thesis Center of the Council of Higher Education.Yin, R. K. (2017). Case study research and applications: design and methods. Sage publications.Zuljan, M.V. (2016). Pupil's assessment of teaching and of himself as learner – relevant items in the teacher's creation of effective learning environment. Croatian Journal of Education, 18(1), 213-230. 10.15516/cje.v18i0.2219