Mathematical Knowledge for Teaching the Function Concept and Student Learning Outcomes

Hatisaru V., ERBAŞ A. K.

INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION, vol.15, no.4, pp.703-722, 2017 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 15 Issue: 4
  • Publication Date: 2017
  • Doi Number: 10.1007/s10763-015-9707-5
  • Journal Name: INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus
  • Page Numbers: pp.703-722
  • Keywords: Knowledge of content and students, Mathematical knowledge for teaching, Student learning outcomes, The function concept, Vocational high schools, PEDAGOGICAL CONTENT KNOWLEDGE, SUBJECT-MATTER KNOWLEDGE, TEACHERS KNOWLEDGE, ACHIEVEMENT, INSTRUCTION
  • Middle East Technical University Affiliated: Yes

Abstract

The purpose of this study was to examine the potential interrelationships between teachers' mathematical knowledge for teaching (MKT) the function concept and their students' learning outcomes of this concept. Data were collected from two teachers teaching in a vocational high school and their students through a function concept test for teachers and students, follow-up interviews with teachers, and classroom observations. Findings indicated that teachers' MKT and students' learning outcomes were related to a degree, but this relationship was not straightforward. The data suggested that the teachers' knowledge influenced the quality of their instructional practices, and the instructional practices played a mediating role in student learning. Different factors contributing to student learning were also evident.