Research Article
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Year 2018, Volume: 5 Issue: 1, 1 - 10, 14.03.2018

Abstract

References

  • An, S., Kulm, G., & Wu, Z. (2004). The pedagogical content knowledge of middle school, mathematics teachers in China and the US. Journal of Mathematics Teacher Education, 7(2), 145-172.
  • Ball, D. L. (1991). Research on teaching mathematics: Making subject-matter knowledge part of the equation. Research on Teaching Mathematics, 2, 1-48.
  • Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal for Teacher Education, 59(5), 389–407.
  • Bright, G.W., Behr, M.J., Post, T.R. & Wachsmuth, I., (1988). Identifying Fractions on Number Lines, Journal for Research in Mathematics Education. 19(3), 215-232.
  • Crespo, S. (2003). Learning to pose mathematical problems: Exploring changes in pre- service teachers’ practices. Educational Studies in Mathematics, 52(3), 243–270.
  • Dwyer, C. A. (1998). Assessment and classroom learning: Theory and practice.Assessment in Education, 5(1), 131-137.
  • Elbaz, F. (1983). Teacher thinking. A study of practical knowledge: Croom helm curriculum policy and research series. New York, NY: Nichols Publishing Company.
  • Graeber, A. O., Tirosh, D., & Glover, R. (1989). Preservice teachers' misconceptions in solving verbal problems in multiplication and division. Journal for Research in Mathematics Education, 20(1), 95-102.
  • Hill, H. C., Sleep, L., Lewis, J. M., & Ball, D. L. (2007). Assessing teachers' mathematical knowledge. In F. K. Lester (Ed.), Handbook for research on mathematics education (2nd ed) (pp. 111-155). Charlotte, NC: Information Age.
  • Kahan, J., Cooper, D., & Bethea, K. (2003). The role of mathematics teachers’ content knowledge in their teaching: A framework for research applied to a study of student teachers. Journal of Mathematics Teacher Education, 6(3), 223–252.
  • Krauss, S., Brunner, M., Kunter, M., Baumert, J., Blum, W., Neubrand, M., & Jordan, A. (2008). Pedagogical content knowledge and content knowledge of secondary mathematics teachers. Journal of Educational Psychology, 100(3), 716-725. doi: 10.1037/0022-0663.100.3.716
  • Magnnusson, S., Krajcik, J., & Borko, H. (1999). Secondary teachers’ knowledge and beliefs about subject matter and their impact on instruction. In Gess-Newsome, J. and Lederman, N.G. (Eds). Examining Pedagogical Content Knowledge (pp. 95-132). Dordrecht: Kluwer Academic Publishers.
  • Ministry of National Education [MoNE]. (2013). Ortaokul Matematik Dersi 5, 6, 7 ve 8. Sınıflar Öğretim Programı [5th, 6th, 7th, and 8th Grade Middle School Mathematics Curriculum]. Ankara: Milli Eğitim Basımevi.
  • Mullis, I.V.S. & Martin, M.O. (Eds.) (2013). TIMSS 2015 Assessment Frameworks. Retrieved from http://timssandpirls.bc.edu/timss2015/frameworks.html.
  • Pesen, C. (2008). Kesirlerin sayı doğrusu üzerindeki gösteriminde öğrencilerin öğrenme güçlükleri ve kavram yanılgıları [Learning difficulties and misconceptions of students for the representation of fractions on numerical axis]. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 9(15), 157-168.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • Tichá, M.& Hošpesová, A. (2009). Problem posing and development of pedagogical content knowledge in pre-service teacher training. Proceedings of CERME 6 (pp.1941-1950). Lyon, France.
  • Toluk-Uçar, Z. (2009). Developing pre-service teachers understanding of fractions through problem posing. Teaching and Teacher Education, 25(1), 166-175.
  • Yin, R. K. (2013). Case study research: Design and methods (5th ed.). Thousand Oaks, CA: Sage publications.

An Investigation of the Questions Prepared by Pre-Service Middle School Mathematics Teachers on Fraction Concept

Year 2018, Volume: 5 Issue: 1, 1 - 10, 14.03.2018

Abstract

Knowledge of assessment is
considered as a dimension for professional knowledge of teachers (Magnusson,
Krajcik, & Borko, 1999) since assessment and measurement of teachers’
knowledge is vital for quality issues in education. For this reason, the
questions prepared by pre-service elementary mathematics teachers on fractions
were investigated in the current study in order to observe pre-service
elementary mathematics teachers’ knowledge of assessment in mathematics
education based on fraction concept. By investigating the questions prepared by
pre-service teachers, the quality of questions and the competency of teachers
for preparing appropriate questions based on particular objectives were
evaluated. 34 pre-service middle school mathematics teachers (3rd
grade) were participated to the study. Case study design was employed and data
was analyzed by the use of qualitative data analyses techniques. The tasks were
investigated under three categories, knowing, applying, and reasoning based on
cognitive domain framework (Mullis & Martin, 2013). Results show that
pre-service teachers prepared traditional tasks in general. That is, the
questions included routine mathematical operations and procedures. Therefore,
they were classified to knowing and applying categories. In general, routine
mathematical tasks were preferred by pre-service teachers rather than
non-routine mathematical tasks which require reasoning level abilities. 

References

  • An, S., Kulm, G., & Wu, Z. (2004). The pedagogical content knowledge of middle school, mathematics teachers in China and the US. Journal of Mathematics Teacher Education, 7(2), 145-172.
  • Ball, D. L. (1991). Research on teaching mathematics: Making subject-matter knowledge part of the equation. Research on Teaching Mathematics, 2, 1-48.
  • Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal for Teacher Education, 59(5), 389–407.
  • Bright, G.W., Behr, M.J., Post, T.R. & Wachsmuth, I., (1988). Identifying Fractions on Number Lines, Journal for Research in Mathematics Education. 19(3), 215-232.
  • Crespo, S. (2003). Learning to pose mathematical problems: Exploring changes in pre- service teachers’ practices. Educational Studies in Mathematics, 52(3), 243–270.
  • Dwyer, C. A. (1998). Assessment and classroom learning: Theory and practice.Assessment in Education, 5(1), 131-137.
  • Elbaz, F. (1983). Teacher thinking. A study of practical knowledge: Croom helm curriculum policy and research series. New York, NY: Nichols Publishing Company.
  • Graeber, A. O., Tirosh, D., & Glover, R. (1989). Preservice teachers' misconceptions in solving verbal problems in multiplication and division. Journal for Research in Mathematics Education, 20(1), 95-102.
  • Hill, H. C., Sleep, L., Lewis, J. M., & Ball, D. L. (2007). Assessing teachers' mathematical knowledge. In F. K. Lester (Ed.), Handbook for research on mathematics education (2nd ed) (pp. 111-155). Charlotte, NC: Information Age.
  • Kahan, J., Cooper, D., & Bethea, K. (2003). The role of mathematics teachers’ content knowledge in their teaching: A framework for research applied to a study of student teachers. Journal of Mathematics Teacher Education, 6(3), 223–252.
  • Krauss, S., Brunner, M., Kunter, M., Baumert, J., Blum, W., Neubrand, M., & Jordan, A. (2008). Pedagogical content knowledge and content knowledge of secondary mathematics teachers. Journal of Educational Psychology, 100(3), 716-725. doi: 10.1037/0022-0663.100.3.716
  • Magnnusson, S., Krajcik, J., & Borko, H. (1999). Secondary teachers’ knowledge and beliefs about subject matter and their impact on instruction. In Gess-Newsome, J. and Lederman, N.G. (Eds). Examining Pedagogical Content Knowledge (pp. 95-132). Dordrecht: Kluwer Academic Publishers.
  • Ministry of National Education [MoNE]. (2013). Ortaokul Matematik Dersi 5, 6, 7 ve 8. Sınıflar Öğretim Programı [5th, 6th, 7th, and 8th Grade Middle School Mathematics Curriculum]. Ankara: Milli Eğitim Basımevi.
  • Mullis, I.V.S. & Martin, M.O. (Eds.) (2013). TIMSS 2015 Assessment Frameworks. Retrieved from http://timssandpirls.bc.edu/timss2015/frameworks.html.
  • Pesen, C. (2008). Kesirlerin sayı doğrusu üzerindeki gösteriminde öğrencilerin öğrenme güçlükleri ve kavram yanılgıları [Learning difficulties and misconceptions of students for the representation of fractions on numerical axis]. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 9(15), 157-168.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • Tichá, M.& Hošpesová, A. (2009). Problem posing and development of pedagogical content knowledge in pre-service teacher training. Proceedings of CERME 6 (pp.1941-1950). Lyon, France.
  • Toluk-Uçar, Z. (2009). Developing pre-service teachers understanding of fractions through problem posing. Teaching and Teacher Education, 25(1), 166-175.
  • Yin, R. K. (2013). Case study research: Design and methods (5th ed.). Thousand Oaks, CA: Sage publications.
There are 19 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Nurbanu Yılmaz

İlhan Karataş 0000-0001-5906-2132

Publication Date March 14, 2018
Published in Issue Year 2018 Volume: 5 Issue: 1

Cite

APA Yılmaz, N., & Karataş, İ. (2018). An Investigation of the Questions Prepared by Pre-Service Middle School Mathematics Teachers on Fraction Concept. International Journal of Educational Studies in Mathematics, 5(1), 1-10.