THE DEVELOPMENT OF CONTENT KNOWLEDGE OF PROSPECTIVE MIDDLE SCHOOL MATHEMATICS TEACHERS ON ALGEBRA

Ömer Şahin, Yasin Soylu

Abstract


Explanatory-confirmatory research design, one of the mixed methods research designs, was used in this study to investigate content knowledge (CK) developments of prospective teachers regarding algebra. Cross-sectional study method, as a type of descriptive research and one of the non-experimental research designs, was used to collect quantitative data in the study. In the qualitative part of the study, case study was used. The participants of the study were composed of 176 prospective teachers studying in the elementary mathematics education department of a university in Turkey, who were first, second, third, and fourth year students with equal numbers. Interview, observation and knowledge test for algebra were used as the instruments for the purpose of study. One way ANOVA test was used to compare the means of the total scores of the prospective teachers obtained from Algebra Content Knowledge Test (ACKT) since ACKT score are normally distributed. According to the results of the study, it was observed that knowledge levels of the prospective teachers have developed as directly proportional depending on the class level. This development continued during the passing from second year to third year while it decelerates. In spite of this, it was observed that the development of CK accelerated again in the fourth year. In addition, it was also observed that the knowledge of prospective teachers in terms of CK was not at the desired level. 

 

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Keywords


pedagogical content knowledge, preservice teacher, content knowledge, algebra

References


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