Akademik Veri Yönetim Sistemi
Tezin Türü: Doktora
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Türkiye
Tezin Onay Tarihi: 2016
Tezin Dili: İngilizce
Öğrenci: Dilek Girit
Danışman: DİDEM AKYÜZ
Özet:The aim of this study was to examine middle school mathematics teachers’ mathematical knowledge for teaching generalization of patterns and operations with algebraic expressions in planning and implementing processes. Data were collected from two middle school mathematics teachers who worked in the same public school throughout the instruction of algebra unit at 7th grade. In data collection process, lesson plans prepared by the teachers, pre-observation interviews, observations, field notes, and post-observation interviews were used as data collection tools. The teachers prepared lesson plans individually and implemented them in the instructions. The researcher observed the lessons and took notes. After the implementation, the researcher conducted the reflective interviews with the teachers. Data were analyzed qualitatively within the frame of Mathematical Knowledge for Teaching (MKT) model. The descriptions and definitions of the knowledge domains of MKT were utilized for analysis. Findings indicated that the teachers had lack of specialized content knowledge about mathematical representations such as figural representation for patterns, or algebra tiles for algebraic expressions. The teachers’ conceptual and adequate common content knowledge (CCK) and specialized content knowledge (SCK) had a positive impact on their pedagogical content knowledge (PCK). When the teachers had strong subject matter knowledge, they took into the students’ thinking account (KCS), and they used teaching methods effectively (KCT). Thus, their strong knowledge also influenced positively classroom practices to be effective. However, the teachers need to have a good conceptual mathematical understanding and also knowledge of students’ thinking in order to design effective lessons.