Thesis Type: Doctorate
Institution Of The Thesis: Middle East Technical University, Turkey
Approval Date: 2014
Thesis Language: English
Student: Reyhan Tekin Sitrava
Supervisor: MİNE IŞIKSAL BOSTANAbstract:
The purpose of this study was to examine middle school mathematics teachers' subject matter knowledge and pedagogical content knowledge of the volume of 3D solids. In order to achieve the purpose of the study, four middle school teachers working in public schools in Ankara participated in the study. To get deep and rich answers to research questions asked, qualitative methodology was used.Participants were selected through purposeful sampling. Data was gathered via questionnaire, semi-structured interviews, classroom observations, and field notes. The data was analyzed using constant comparative method. The findings revealed that although middle school teachers could generate alternative solution methods, they solved questions just using volume formula while teaching the topic to their students. Moreover, they were unable to generate story problems related to the volume of 3D solids using given numbers and terms. The teachers applied teacher-centered instructional strategy to teach the volume of 3D solids to their students. Furthermore, middle school teachers‟ knowledge of learners, such as interpretation of students‟ alternative solution methods, identifying their errors and the sources of them, was restricted by their experiences. Moreover, to make the topic more understandable, they altered the order of the sub-topics of 3D solids but their knowledge of the connection the volume of 3D solids with other topics was inadequate. The study showed that middle school teachers used both formative and summative assessment strategies such as informal questioning, homework, paper-pencil test, performance homework and project work. As a result of findings of the study, important implications and recommendations for further studies were suggested.