Validation of The Mathematical Knowledge For Teaching Statistics Instrument
Year 2017,
Volume: 6 Issue: 1, 173 - 184, 01.03.2017
Oktay Mercimek
,
Ayhan Kürşat Erbaş
Abstract
The purpose of this study is to assess preservice teachers’ mathematical knowledge for teaching statistics (MKT-S) and identify the relationship between the components of this knowledge. For this purpose, MKT-S instrument consisting of two dimensions, ‘content knowledge’ (CK) and ‘pedagogical content knowledge’ (PCK) was developed, and applied to 659 preservice middle school mathematics teachers (PTs). Confirmatory factor analysis showed that CK and PCK are two different dimensions of mathematical knowledge of teaching statistics. Third year and fourth year preservice teachers’ factor scores were significantly different and fourth year preservice teachers’ factor scores were slightly higher. It was found that CK factor scores were highly correlated with PCK factor scores. The reliability levels were 0.65 for CK factor scores and 0.76 for PCK factor scores. MKT-S instrument developed in this study has several implications for teacher education. MKT-S instrument can be used to evaluate efficiency of PTs’ mathematical knowledge for teaching statistics. Instrument can be adapted for in-service teachers.
References
- An, S., Kulm, G., & Wu, Z. (2004). The pedagogical content knowledge of middle school
mathematics teachers in China and the U.S. Journal of Mathematics Teacher Education,
7(2), 145–172.
- Ball, D. L. (2002). Knowing mathematics for teaching: Relations between research and practice.
Mathematics and Education Reform Newsletter, 14(3), 1-5.
- Barrett, P. (2007). Structural equation modelling: Adjudging model fit. Personality and
Individual Differences, 42, 815-824.
- Blömeke, S., Houang, R. T., & Suhl, U. (2011). TEDS-M: Diagnosing teacher knowledge by
applying multidimensional item response theory and multiple-group models. IERI
Monograph Series: Issues and Methodologies in Large-Scale Assessments, 4, 109-129.
- Retrieved May 10, 2013, from http://www.ierinstitute.org/dissemination-area.html
- Borko, H., Eisenhart, M., Brown, C. A., Underhill, R. G., Jones, D., & Agard, P. C. (1992).
Learning to teach hard mathematics: Do novice teachers and their instructors give up
too easily?. Journal for Research in Mathematics Education, 194-222.
- Cartwright. F., (2013). IATA Manual. Retrieved June 25, 2013, from www.polymetrika.org
- Fan, L., & Cheong, N. P. (2002). Investigating the sources of Singaporean mathematics teachers'
pedagogical knowledge. In D. Edge & B. H. Yeap (Eds.), Mathematics education for a
knowledge-based era : Vol. 2 (pp. 224-23 1). Singapore: AME.
- Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking pedagogical content knowledge:
Conceptualizing and measuring teachers’ topic-specific knowledge of students. Journal
for Research in Mathematics Education, 39(4), 372–400.
- Hill, H.C., Rowan, B., & Ball, D.L. (2005) Effects of teachers' mathematical knowledge for
teaching on student achievement. American Educational Research Journal, 42, 371-406.
- Hill, H.C., Schilling, S.G., & Ball, D. L. (2004). Developing measures of teachers’ mathematics
knowledge for teaching. Elementary School Journal, 105, 11-30.
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bilgisayar oyunu tasarlama. In T. Yanpar-Yelken, H. Sancar-Tokmak, S. Özgelen, & L.
İncikabı, (Eds.), Fen ve matematik eğitiminde teknolojik, pedagojik alan bilgisi temelli öğretim
tasarımları, (pp. 221-238). Ankara: Anı Yayıncılık.
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A TPACK (Technological, Pedagogical, Content knowledge) - based course design for
college students. In J. Keengewe (Ed.), Research Perspectives and Best Practices in
Educational Technology Integration (pp. 288-303). Hersley, PA: IGI Global.
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Pedagogical content knowledge and content knowledge of secondary mathematics
teachers. Journal of Educational Psychology, 100(3), 716-725.
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Teaching Statistics (Unpublished doctoral thesis). Middle East Technical University,
Turkey
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Cumhuriyet International Journal of Education-CIJE
e–ISSN: 2147-1606
Vol 6 (1), 2017, 173 – 184
- 184 -
- OSYM (2009). Table 4: University Student Capacities for Bachelor Degree Level. Retrieved
September 23, 2010, from http://dokuman.osym.gov.tr/pdfdokuman/arsiv/2009/
2009_OSYS_TERCIH_KILAVUZU/tablo4.pdf
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R., Hsieh, F. J., Paine, L., Santillan, M., & Schwille, J. (2007). The preparation gap: Teacher
education for middle school mathematics in six countries (MT21 report). East Lansing, MI:
Michigan State University. Retrieved February 25, 2010, from http://usteds.msu.edu/
MT21Report.pdf
- Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational
Researcher, 15(2), 4-14
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educational review, 57(1), 1-23.
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and Development Study in Mathematics (TEDS-M): Conceptual framework. East Lansing,
MI: Teacher Education and Development International Study Center, College of
Education, Michigan State University.
İstatistik Öğretimine Yönelik Matematiksel Bilgi Ölçeğinin Geçerliğinin Sağlanması
Year 2017,
Volume: 6 Issue: 1, 173 - 184, 01.03.2017
Oktay Mercimek
,
Ayhan Kürşat Erbaş
Abstract
Bu çalışmanın amacı matematik öğretmen adaylarının istatistik öğretimine yönelik
matematiksel bilgilerinin (MKT-S) ölçülmesi ve bu bilginin yapıtaşları arasındaki ilişkinin
belirlenmesidir. Bu amaçla, ‘alan bilgisi’ (CK) ve ‘pedagojik alan bilgisi’ (PCK) olmak üzere
iki bölümden oluşan MKT-S ölçeği geliştirilmiş ve 659 ilköğretim matematik öğretmeni adayı
(ÖA) üzerinde uygulanmıştır. Doğrulayıcı faktör analizi, CK ve PCK faktörlerinin, istatistik
öğretimine yönelik matematiksel bilginin iki ayrı boyutu olduğunu göstermiştir. Üçüncü ve
dördüncü sınıf öğretmen adaylarının faktör puanları arasında istatistiksel olarak anlamlı fark
bulunmuştur ve dördüncü sınıf öğretmen adaylarının faktör puanlarının az da olsa daha
yüksek olduğu görülmüştür. CK puanlarının PCK puanlarıyla yüksek derecede ilişkisinin
olduğu saptanmıştır. Ayrıca CK faktör puanlarının güvenirliği 0,65 düzeyinde iken PCK
faktör puanlarının güvenirliği 0,76 düzeyindedir. Bu çalışmada geliştirilen MKT-S ölçeğinin
sonuçlarının öğretmen eğitimi için çeşitli çıkarımları bulunmaktadır. Geliştirilen ölçek
ÖA’larının istatistik öğretimine yönelik matematiksel bilgilerinin etkinliğini
değerlendirmede kullanılabilir ya da çalışan öğretmenlere yönelik adapte edilebilir.
References
- An, S., Kulm, G., & Wu, Z. (2004). The pedagogical content knowledge of middle school
mathematics teachers in China and the U.S. Journal of Mathematics Teacher Education,
7(2), 145–172.
- Ball, D. L. (2002). Knowing mathematics for teaching: Relations between research and practice.
Mathematics and Education Reform Newsletter, 14(3), 1-5.
- Barrett, P. (2007). Structural equation modelling: Adjudging model fit. Personality and
Individual Differences, 42, 815-824.
- Blömeke, S., Houang, R. T., & Suhl, U. (2011). TEDS-M: Diagnosing teacher knowledge by
applying multidimensional item response theory and multiple-group models. IERI
Monograph Series: Issues and Methodologies in Large-Scale Assessments, 4, 109-129.
- Retrieved May 10, 2013, from http://www.ierinstitute.org/dissemination-area.html
- Borko, H., Eisenhart, M., Brown, C. A., Underhill, R. G., Jones, D., & Agard, P. C. (1992).
Learning to teach hard mathematics: Do novice teachers and their instructors give up
too easily?. Journal for Research in Mathematics Education, 194-222.
- Cartwright. F., (2013). IATA Manual. Retrieved June 25, 2013, from www.polymetrika.org
- Fan, L., & Cheong, N. P. (2002). Investigating the sources of Singaporean mathematics teachers'
pedagogical knowledge. In D. Edge & B. H. Yeap (Eds.), Mathematics education for a
knowledge-based era : Vol. 2 (pp. 224-23 1). Singapore: AME.
- Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking pedagogical content knowledge:
Conceptualizing and measuring teachers’ topic-specific knowledge of students. Journal
for Research in Mathematics Education, 39(4), 372–400.
- Hill, H.C., Rowan, B., & Ball, D.L. (2005) Effects of teachers' mathematical knowledge for
teaching on student achievement. American Educational Research Journal, 42, 371-406.
- Hill, H.C., Schilling, S.G., & Ball, D. L. (2004). Developing measures of teachers’ mathematics
knowledge for teaching. Elementary School Journal, 105, 11-30.
- İncikabı, L. (2013). TPAB-temelli “Teknolojiyle Öğretim” dersi: Matematik öğretimi için
bilgisayar oyunu tasarlama. In T. Yanpar-Yelken, H. Sancar-Tokmak, S. Özgelen, & L.
İncikabı, (Eds.), Fen ve matematik eğitiminde teknolojik, pedagojik alan bilgisi temelli öğretim
tasarımları, (pp. 221-238). Ankara: Anı Yayıncılık.
- Incikabi, L., & Sancar-Tokmak, H. (2013). Integrating technology into mathematics teaching:
A TPACK (Technological, Pedagogical, Content knowledge) - based course design for
college students. In J. Keengewe (Ed.), Research Perspectives and Best Practices in
Educational Technology Integration (pp. 288-303). Hersley, PA: IGI Global.
- 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.
- Mercimek, O. (2013). Assessment of Preservice Mathematics Teachers’ Knowledge For
Teaching Statistics (Unpublished doctoral thesis). Middle East Technical University,
Turkey
- Mullis, I. V. S., Martin, M. O., Ruddock, G. J., O’Sullivan C. Y., Arora, A. & Erberber, E.. (2005).
TIMSS 2007 assessment frameworks. Chestnut Hill, MA: TIMSS & PIRLS International
Study Center, Lynch School of Education, Boston College
- Muthen, L. K., & Muthen, B. O. (2006). IRT in Mplus. Retrieved March 25, 2013, from
http://www.statmodel.com/download/MplusIRT1.pdf
- Muthén, L.K. and Muthén, B.O. (1998-2012). Mplus user’s guide (7th ed.). Los Angeles, CA:
Muthén & Muthén
- OSYM (2008). Table 4: University Student Capacities for Bachelor Degree Level. Retrieved
September 23, 2010, from http://dokuman.osym.gov.tr/pdfdokuman/arsiv/ 2008/
2008_OSYS_TERCIH_KILAVUZU/6_tablo4.pdf
Cumhuriyet International Journal of Education-CIJE
e–ISSN: 2147-1606
Vol 6 (1), 2017, 173 – 184
- 184 -
- OSYM (2009). Table 4: University Student Capacities for Bachelor Degree Level. Retrieved
September 23, 2010, from http://dokuman.osym.gov.tr/pdfdokuman/arsiv/2009/
2009_OSYS_TERCIH_KILAVUZU/tablo4.pdf
- Schmidt, W., Tatto, M.T., Bankov, K., Blomeke, S., Cedillo, T., Cogan, L., Han, S. I., Houang,
R., Hsieh, F. J., Paine, L., Santillan, M., & Schwille, J. (2007). The preparation gap: Teacher
education for middle school mathematics in six countries (MT21 report). East Lansing, MI:
Michigan State University. Retrieved February 25, 2010, from http://usteds.msu.edu/
MT21Report.pdf
- Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational
Researcher, 15(2), 4-14
- Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard
educational review, 57(1), 1-23.
- Tatto, M. T., Schwille, J., Senk, S., Ingvarson, L., Peck, R., & Rowley, G. (2008). Teacher Education
and Development Study in Mathematics (TEDS-M): Conceptual framework. East Lansing,
MI: Teacher Education and Development International Study Center, College of
Education, Michigan State University.