AN ANALYSIS ON THE RELATIONSHIP BETWEEN THE PEDAGOGİCAL AND MATHEMATICAL CONTENT KNOWLEDGE OF MATHEMATICS TEACHERS

Nowadays, considerable changes are taking place within mathematics education as to what mathematics is and how it should be taught. With the changing perspective in education, a shift has occurred from conveying the existing knowledge to showing ways to reach educational knowledge in teacher-student...

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Autores principales:	Yasin SOYLU, Burçin GÖKKURT, Ömer ŞAHİN
Formato:	article
Lenguaje:	DE EN FR TR
Publicado:	Fırat University 2019
Materias:	mathematics teaching pedagogical content knowledge mathematical content knowledge. Social Sciences H Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/6c2ad0e02c974bcb82816bb1e7e7a1d3
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spelling	oai:doaj.org-article:6c2ad0e02c974bcb82816bb1e7e7a1d32021-11-24T09:21:07ZAN ANALYSIS ON THE RELATIONSHIP BETWEEN THE PEDAGOGİCAL AND MATHEMATICAL CONTENT KNOWLEDGE OF MATHEMATICS TEACHERS2148-416310.9761/jasss_379https://doaj.org/article/6c2ad0e02c974bcb82816bb1e7e7a1d32019-08-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=779681824_soyluyasin%20%286%29.pdf&key=26355https://doaj.org/toc/2148-4163Nowadays, considerable changes are taking place within mathematics education as to what mathematics is and how it should be taught. With the changing perspective in education, a shift has occurred from conveying the existing knowledge to showing ways to reach educational knowledge in teacher-student relationships. Therefore, well-trained teachers play a crucial role in the education system. The purpose of this study is to determine the relationship between mathematics teachers’ pedagogical content knowledge and mathematical content knowledge. 41 mathematics teachers took part in this study and the qualitative research design was applied. In this framework, eight open-ended questions were asked for data gathering purposes. Data was gathered from semi-structured interviews and teachers' written explanations. The content and descriptive analysis method was used for data analysis. According to the data, there was a relationship between teachers’ mathematical content knowledge and pedagogical content knowledge. The results of the study showed that most of the teachers’ knowledge of mathematics was inadequate for teaching mathematics in some areas and that teachers’ instructional explanations were in the form of a restatement of the procedures. It was concluded that few teachers’ instructional explanations about some mathematics statements were at a conceptual (content, epistemic or problem-solving levels) level and most of the teachers’ of mathematics content knowledge at this level was correct.Yasin SOYLUBurçin GÖKKURTÖmer ŞAHİNYasin SOYLUFırat Universityarticlemathematics teachingpedagogical content knowledgemathematical content knowledge.Social SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 5, Iss 15, Pp 997-1012 (2019)
institution	DOAJ
collection	DOAJ
language	DE EN FR TR
topic	mathematics teaching pedagogical content knowledge mathematical content knowledge. Social Sciences H Social sciences (General) H1-99
spellingShingle	mathematics teaching pedagogical content knowledge mathematical content knowledge. Social Sciences H Social sciences (General) H1-99 Yasin SOYLU Burçin GÖKKURT Ömer ŞAHİN Yasin SOYLU AN ANALYSIS ON THE RELATIONSHIP BETWEEN THE PEDAGOGİCAL AND MATHEMATICAL CONTENT KNOWLEDGE OF MATHEMATICS TEACHERS
description	Nowadays, considerable changes are taking place within mathematics education as to what mathematics is and how it should be taught. With the changing perspective in education, a shift has occurred from conveying the existing knowledge to showing ways to reach educational knowledge in teacher-student relationships. Therefore, well-trained teachers play a crucial role in the education system. The purpose of this study is to determine the relationship between mathematics teachers’ pedagogical content knowledge and mathematical content knowledge. 41 mathematics teachers took part in this study and the qualitative research design was applied. In this framework, eight open-ended questions were asked for data gathering purposes. Data was gathered from semi-structured interviews and teachers' written explanations. The content and descriptive analysis method was used for data analysis. According to the data, there was a relationship between teachers’ mathematical content knowledge and pedagogical content knowledge. The results of the study showed that most of the teachers’ knowledge of mathematics was inadequate for teaching mathematics in some areas and that teachers’ instructional explanations were in the form of a restatement of the procedures. It was concluded that few teachers’ instructional explanations about some mathematics statements were at a conceptual (content, epistemic or problem-solving levels) level and most of the teachers’ of mathematics content knowledge at this level was correct.
format	article
author	Yasin SOYLU Burçin GÖKKURT Ömer ŞAHİN Yasin SOYLU
author_facet	Yasin SOYLU Burçin GÖKKURT Ömer ŞAHİN Yasin SOYLU
author_sort	Yasin SOYLU
title	AN ANALYSIS ON THE RELATIONSHIP BETWEEN THE PEDAGOGİCAL AND MATHEMATICAL CONTENT KNOWLEDGE OF MATHEMATICS TEACHERS
title_short	AN ANALYSIS ON THE RELATIONSHIP BETWEEN THE PEDAGOGİCAL AND MATHEMATICAL CONTENT KNOWLEDGE OF MATHEMATICS TEACHERS
title_full	AN ANALYSIS ON THE RELATIONSHIP BETWEEN THE PEDAGOGİCAL AND MATHEMATICAL CONTENT KNOWLEDGE OF MATHEMATICS TEACHERS
title_fullStr	AN ANALYSIS ON THE RELATIONSHIP BETWEEN THE PEDAGOGİCAL AND MATHEMATICAL CONTENT KNOWLEDGE OF MATHEMATICS TEACHERS
title_full_unstemmed	AN ANALYSIS ON THE RELATIONSHIP BETWEEN THE PEDAGOGİCAL AND MATHEMATICAL CONTENT KNOWLEDGE OF MATHEMATICS TEACHERS
title_sort	analysis on the relationship between the pedagogi̇cal and mathematical content knowledge of mathematics teachers
publisher	Fırat University
publishDate	2019
url	https://doaj.org/article/6c2ad0e02c974bcb82816bb1e7e7a1d3
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AN ANALYSIS ON THE RELATIONSHIP BETWEEN THE PEDAGOGİCAL AND MATHEMATICAL CONTENT KNOWLEDGE OF MATHEMATICS TEACHERS

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