Evolution of Mathematics Teachers' Pedagogical Knowledge when They are Teaching through Modeling

Yenmez A. A., Erbaş A. K., Alacaci C., Çakıroğlu E., Çetinkaya B.

INTERNATIONAL JOURNAL OF EDUCATION IN MATHEMATICS SCIENCE AND TECHNOLOGY, cilt.5, ss.317-332, 2017 (ESCI) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 5
  • Basım Tarihi: 2017
  • Doi Numarası: 10.18404/ijemst.296552
  • Dergi Adı: INTERNATIONAL JOURNAL OF EDUCATION IN MATHEMATICS SCIENCE AND TECHNOLOGY
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus
  • Sayfa Sayıları: ss.317-332
  • Anahtar Kelimeler: Professional development, Teacher education, Mathematical modeling, Mathematics education, Pedagogical knowledge
  • Orta Doğu Teknik Üniversitesi Adresli: Evet

Özet

Use of mathematical modeling in mathematics education has been receiving significant attention as a way to develop students. mathematical knowledge and skills. As effective use of modeling in classes depends on the competencies of teachers we need to know more about the nature of teachers. knowledge to use modeling in mathematics education and how this knowledge evolves. The aim of this study is to investigate how teachers. pedagogical knowledge to use modeling in the classroom is formed and modified through professional development activities based on lesson study cycle from modeling perspective. The professional development program reported in this study included five monthly cycles consisted of meeting before the implementation, implementation of the activity and a follow up meeting. The participants were four in-service mathematics teachers. Results showed that the program provided opportunities for teachers to test, revise, and refine their knowledge. More specifically, teachers generated effective strategies for proper implementation of the modeling activities in the classroom.