Examining of mathematics teachers and teacher candidates’ pedagogical content knowledge regarding the algebra within the context of students’ answers
Özet
Algebra is one of the main learning areas of mathematics. The present study extends past, as in other areas of mathematics, algebra learning domain refers to the many challenges and misconceptions faced by the students. to overcome the difficulties encountered in algebra teaching, learning can be achieved with the right approach. This way the training of teachers of possible strengthening of the pedagogical content knowledge. For a start, in addition to teachers who are already in office, he has yet to determine whether the teachers take teaching step in what level of pedagogical content knowledge is also of great importance. In this study, teachers and teachers of mathematics, algebra Grade 6 to recovery of two different learning areas located in the two sets be ranked from easy to difficult problems has been requested. In doing so, the justifications were asked why they did sort this way. In this way, we have tried to determine their approach to the question. The participants of the study, which consists of a state university in mathematics teaching reading in primary mathematics teachers and 38 mathematics teachers who volunteer to serve in two different primary schools. Designed as a research case study, data were analyzed based on qualitative research techniques. In the literature, making use of criteria were established for the determination of pedagogical content knowledge (Ball&Thames&Phelps, 2008) participant responses were grouped under different categories. At the end, one of the teachers and teachers’ questions appeared to be different from one sorted. Dismissal question of sorting student teachers who were determined that they care more than knowledge and skill levels. These differences are discussed in the context of the importance of pedagogical knowledge and brought different proposals for the development of such information. © The Turkish Online Journal of Educational Technology.
