Knowledge-in-action for crafting mathematics problems in realistic contexts

Sevinç Ş.

JOURNAL OF MATHEMATICS TEACHER EDUCATION, cilt.26, sa.4, ss.533-565, 2023 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 26 Sayı: 4
  • Basım Tarihi: 2023
  • Doi Numarası: 10.1007/s10857-022-09541-8
  • Dergi Adı: JOURNAL OF MATHEMATICS TEACHER EDUCATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Psycinfo
  • Sayfa Sayıları: ss.533-565
  • Anahtar Kelimeler: Teacher knowledge, Knowledge-in-action, PCK-in-action, Contextual mathematics problems, PEDAGOGICAL CONTENT KNOWLEDGE, TEACHER-EDUCATION, REFLECTION
  • Orta Doğu Teknik Üniversitesi Adresli: Evet

Özet

This study articulates the epistemological support of reflective practices for the professional practice of crafting mathematics problems in realistic contexts. The data were collected from 15 middle school pre-service mathematics teachers in two semesters as they were generating problems and engaging in three reflective practices, which served to elicit their knowledge-in-action. The prospective teachers' reflections indicated that the knowledge-in-action for crafting realistic mathematics problems encompassed various but particular forms of the content; that is, pedagogical, curricular, and interdisciplinary forms of the content. Thus, particularly for the professional practice of crafting realistic mathematics problems, the prospective teachers identified epistemological supports that blended not only content and pedagogy but also other knowledge dimensions, which have crucial implications for mathematics teacher education.