International Journal of New Trends in Arts, Sports & Science Education

Yazarlar: Feriha Hande İDİL, Serkan NARLI

Konular:

Anahtar Kelimeler:Mathematical knowledge for teaching,Specialized content knowledge,Mathematics teacher,Equation concept

Özet: In this study, a secondary school teacher's specialized content knowledge in the linear equations with one unknown for 7th grade students have been examined with respect to mathematical errors made in class. Teachers' duties and responsibilities regarding mathematics within the conceptual framework of "Mathematical Knowledge for Teaching" (MKT) developed by Ball, Thames and Phelps (2008) is adopted in the examination of mathematics teachers' specialized content knowledge (SCK). Information was obtained about teachers' specialized content knowledge by way of observing the duties in question in classroom environment. In the meantime, the researcher noted the mathematical errors the teacher made in classes. Conducting detailed analysis by focusing on a middle school mathematics teacher, knowledge used in teaching the concept of equation and the errors made by the teacher during class were examined. The study was carried out using special case study design, one of several qualitative study methods. The middle school mathematics teacher who agreed to participate in the study was interviewed on the specialized content knowledge component of the MKT model. 8 class hours of teaching process of the teacher was observed, and video recorded. Once the teaching processes were completed, another general interview was made with the mathematics teacher. A descriptive analysis and content analysis were performed on the obtained data. In conclusion, the mathematics teacher was found to lack a sufficient level of specialized content knowledge. In particular, missing information provided and errors made by the teacher during lecturing adversely affected the learning process.

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