Research Article
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Year 2022, Volume: 6 Issue: 2, 283 - 297, 31.12.2022
https://doi.org/10.54535/rep.1204295

Abstract

References

  • Akkaş, S., Hacısalihoğlu, H. H., Özel, Z., & Sabuncuoğlu, A. (1998). Abstract Mathematics, 3th Edition: Ankara: Gazi University Publicaitons.
  • Aksu, Z., Konyalıoğlu, A. C. and Kul, Ü. (2018). Pre-Service Mathematics Teachers’ Conceptual Knowledge of Binary Operation. Khazar Journal of Humanities and Social Sciences, 21(4), 55-70.
  • Baki, A. (1997). Educating mathematics teachers. Medical Journal of Islamic Academy of Sciences, 10(3), 93-102.
  • Baki, A. (1998). Balance of conceptual and procedural knowledge in mathematics education. In: Mathematics Symposium for the 40th Anniversary of Ataturk University, Erzurum, Turkey, Special Number (pp. 259-263).
  • Ball, D. L. (1990). The mathematical understandings that prospective teachers bring to teacher education. The Elementary School Journal, 90(4), 449–466.
  • Ball, D. L., Thames, M. H., and Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407.
  • Boz, N., 2004. Identifying students' errors and examining their reasons. XIII. National Educational Sciences Congress. Inönü University, Malatya.
  • Capraro, R.M., Capraro, M.M., Parker, D., Kulm, G., Raulerson, T., (2005). The mathematics content knowledge role in developing preservice teachers’ pedagogical content knowledge. Journal of Research in Childhood Education, 20 (2), 108-124.
  • Chick, H. L., Baker, M., Pham, T. & Cheng, H. (2006). Aspects of teachers’ pedagogical content knowledge for decimals. In30th Conference of the International Group for the Psychology of Mathematics Education. 2, 297-304.
  • Creswell, J. W. (2020). Qualitative research methods, qualitative research and qualitative research design according to five approaches. Tran. Ed.: Bütün, M. & Demir, S.B. Ankara: Political.
  • Even, R., (1993). Subject-matter knowledge and pedagogical content knowledge: Prospective secondary teachers and the function concept. Journal for Research in Mathematics Education, 24(2), 94-116.
  • Hiebert, J. (2013). Conceptual and procedural knowledge: The case of mathematics. Routledge.
  • Hogg, M. A., & Vaughan, G. M. (2014). Social Psychology, 7th Eds. Harlow: Pearson Education Limited.
  • Konyalıoğlu, A.C.(2008). Mathematics special teaching methods lecture notes (Unpublished), Erzurum.
  • Merriam, S. B. (2013). Qualitative Research A Guide to Desing and Implementation. Tran. Ed.: S. Turan. Ankara: Nobel Akademik Yayıncılık Eğitim Danışmanlık Tic. Lmt. Şti.
  • Patton, M. Q. (2014). Qualitative research & evaluation methods (3rd ed.). SagePublications. Rittle-Johnson, B., Siegler, R. S., & Alibali, M. W. (2001). Developing conceptual understanding and procedural skill in mathematics: An iterative process. Journal of educational psychology, 93(2), 346.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
  • Skemp, R. R. (1971). The psychology of learning mathematics. London: Penguin.
  • Schoenfeld, A.H. (1985). Mathematical Problem Solving. Academic Pres, New York.
  • Türnüklü, E.B., (2005). The Relationship Between Pedagogical and Mathematical Content Knowledge of Pre-service Mathematics Teachers. Eurasian Journal of Educational Research, 21, 234 – 247.
  • Yıldırım, A., & Şimşek, H. (2013). Qualitative Research in Social Science (9. edition). Ankara: Seckin Yayıncılık.

Pre-service Mathematics Teachers’ Conceptual Knowledge Related To Basic Concepts And Operations

Year 2022, Volume: 6 Issue: 2, 283 - 297, 31.12.2022
https://doi.org/10.54535/rep.1204295

Abstract

The aim of this study is to discuss the conceptual dimensions of pre-service mathematics teachers' approaches to the basic concepts and operations of mathematics. 25 pre-service mathematics teachers in the first semester of the 2022-2023 academic year, who were educated at a state university, participated in the research. Four open-ended questions about the basic concepts of mathematics were asked to pre-service mathematics teachers and their written opinions were received. Content and descriptive analysis were applied to the responses. As a result of the analyzes, pre-service teachers did not approach these questions in the context of conceptual knowledge, but generally gave the answers in the context of procedural knowledge. Pre-service mathematics teachers used reflective thinking, which they used to compare the procedural knowledge processes they gained in the formal education process with the previous solutions, in these question solutions as well.

References

  • Akkaş, S., Hacısalihoğlu, H. H., Özel, Z., & Sabuncuoğlu, A. (1998). Abstract Mathematics, 3th Edition: Ankara: Gazi University Publicaitons.
  • Aksu, Z., Konyalıoğlu, A. C. and Kul, Ü. (2018). Pre-Service Mathematics Teachers’ Conceptual Knowledge of Binary Operation. Khazar Journal of Humanities and Social Sciences, 21(4), 55-70.
  • Baki, A. (1997). Educating mathematics teachers. Medical Journal of Islamic Academy of Sciences, 10(3), 93-102.
  • Baki, A. (1998). Balance of conceptual and procedural knowledge in mathematics education. In: Mathematics Symposium for the 40th Anniversary of Ataturk University, Erzurum, Turkey, Special Number (pp. 259-263).
  • Ball, D. L. (1990). The mathematical understandings that prospective teachers bring to teacher education. The Elementary School Journal, 90(4), 449–466.
  • Ball, D. L., Thames, M. H., and Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407.
  • Boz, N., 2004. Identifying students' errors and examining their reasons. XIII. National Educational Sciences Congress. Inönü University, Malatya.
  • Capraro, R.M., Capraro, M.M., Parker, D., Kulm, G., Raulerson, T., (2005). The mathematics content knowledge role in developing preservice teachers’ pedagogical content knowledge. Journal of Research in Childhood Education, 20 (2), 108-124.
  • Chick, H. L., Baker, M., Pham, T. & Cheng, H. (2006). Aspects of teachers’ pedagogical content knowledge for decimals. In30th Conference of the International Group for the Psychology of Mathematics Education. 2, 297-304.
  • Creswell, J. W. (2020). Qualitative research methods, qualitative research and qualitative research design according to five approaches. Tran. Ed.: Bütün, M. & Demir, S.B. Ankara: Political.
  • Even, R., (1993). Subject-matter knowledge and pedagogical content knowledge: Prospective secondary teachers and the function concept. Journal for Research in Mathematics Education, 24(2), 94-116.
  • Hiebert, J. (2013). Conceptual and procedural knowledge: The case of mathematics. Routledge.
  • Hogg, M. A., & Vaughan, G. M. (2014). Social Psychology, 7th Eds. Harlow: Pearson Education Limited.
  • Konyalıoğlu, A.C.(2008). Mathematics special teaching methods lecture notes (Unpublished), Erzurum.
  • Merriam, S. B. (2013). Qualitative Research A Guide to Desing and Implementation. Tran. Ed.: S. Turan. Ankara: Nobel Akademik Yayıncılık Eğitim Danışmanlık Tic. Lmt. Şti.
  • Patton, M. Q. (2014). Qualitative research & evaluation methods (3rd ed.). SagePublications. Rittle-Johnson, B., Siegler, R. S., & Alibali, M. W. (2001). Developing conceptual understanding and procedural skill in mathematics: An iterative process. Journal of educational psychology, 93(2), 346.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
  • Skemp, R. R. (1971). The psychology of learning mathematics. London: Penguin.
  • Schoenfeld, A.H. (1985). Mathematical Problem Solving. Academic Pres, New York.
  • Türnüklü, E.B., (2005). The Relationship Between Pedagogical and Mathematical Content Knowledge of Pre-service Mathematics Teachers. Eurasian Journal of Educational Research, 21, 234 – 247.
  • Yıldırım, A., & Şimşek, H. (2013). Qualitative Research in Social Science (9. edition). Ankara: Seckin Yayıncılık.
There are 22 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Zeki Aksu 0000-0001-6839-6847

Senem Kalaç 0000-0002-2365-941X

Merve Özkaya 0000-0002-0436-4931

Alper Cihan Konyalıoğlu 0000-0002-6009-4251

Publication Date December 31, 2022
Published in Issue Year 2022 Volume: 6 Issue: 2

Cite

APA Aksu, Z., Kalaç, S., Özkaya, M., Konyalıoğlu, A. C. (2022). Pre-service Mathematics Teachers’ Conceptual Knowledge Related To Basic Concepts And Operations. Research on Education and Psychology, 6(2), 283-297. https://doi.org/10.54535/rep.1204295

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