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The Investigation of Pre-service Elementary Mathematics Teachers’ Subject Matter Knowledge About Probability

Yıl 2017, Cilt: 13 Sayı: 1, 348 - 362, 16.04.2017
https://doi.org/10.17860/mersinefd.306023

Öz

Because
of the change in the middle school mathematics curriculum in Turkey, it is
necessary to examine subject matter knowledge of pre-service elementary
mathematics teachers about probability. This study is significant in terms of
the Turkish mathematics education literature since it contributes to the future
curriculum efforts for elementary mathematics education programs. Data were
collected through face-to-face interviews which were focused on explanations
about basic probability concepts and an instrument which was developed for
evaluating content knowledge for probability of elementary mathematics teachers.
Since mathematics teachers should have both procedural and conceptual knowledge
regarding the concept taught, researcher aimed to understand to what extent pre-service
elementary mathematics teachers are capable of conceptual and procedural
knowledge needed for probability teaching. Findings showed that the 23
participants needed to develop their conceptual knowledge regarding probability
and they tended to behave computational oriented while solving probability
problems which showed also their higher procedural understanding. Besides, it
was concluded that they couldn’t make expected connections between probability
and statistics concepts.  

Kaynakça

  • Ball, D.L. (1988). The subject matter preparation of prospective mathematics teachers: Challenging the myths. East Lansing, MI: National Center for Research on Teacher Education.
  • Ball, D.L. (1990). The mathematical understandings that prospective teachers bring to teacher education. The Elementary School Journal, 90(4), 449-466.
  • Batanero, C., & Díaz, C. (2012). Training teachers to teach probability: reflections and challenges. Chilean Journal of Statistics, 3(1), 3–13.
  • Begg, A., & Edwards, R. (1999, December). Teachers' ideas about teaching statistics. Paper presented at the combined annual meeting of the Australian Association for Research in Education and the New Zealand Association for Research in Education. Melbourne, Australia.
  • Biehler, R., Ben-Zvi, D., Bakker, A., & Makar, K. (2012). Technology for enhancing statistical reasoning at the school level. In K. Clements, A. Bishop, C. Keitel, J. Kilpatrick, & F. Leung (Eds.), Third international handbook of mathematics education. New York: Springer.
  • Bush, W. et. al. (under review). Diagnostic mathematics assessment for middle school teachers. Journal of Mathematics Teacher Education.
  • Center for Research in Mathematics and Science Teacher Development University of Louisville. (2008). Diagnostic mathematics assessments for elementary school teachers. Retrieved 18/11/2016, from https://louisville.edu/education/centers/crmstd/diag-math-assess-elem.
  • Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five traditions (2nd ed.). Thousand Oaks, CA: Sage.
  • Green, D. (1987). Probability concepts: putting research into practice. Teaching Statistics, 9(1), 8-14.
  • Jacobbe, T. (2007). Elementary school teachers’ understanding of essential topics in statistics and the influence of assessment instruments and a reform curriculum upon their understanding (Doctoral dissertation, Clemson University).
  • Hiebert, J., & Lefevre, P. (1986). Conceptual and procedural knowledge in mathematics: An introductory analysis. In J. Hiebert (Ed.), Conceptual and procedural knowledge: The case of mathematics (pp. 1-27). Hillsdale, NJ: Erlbaum
  • Jones, G.A., & Thornton, C.A. (2005). An overview of research into the teaching and learning of probability. In Exploring Probability in School (pp. 65-92). Springer US.
  • MONE (2013). Ortaokul Matematik Dersi (5, 6, 7 ve 8. Sınıflar) Öğretim Programı (Middle-School Mathematics Curriculum (Grades 5, 6, 7 and 8). Ankara: MEB.
  • Moore, D.S. (1997). New pedagogy and new content: The case of statistics. International statistical review, 65(2), 123-137.
  • Nicholson, J.R., & Darnton, C. (2003). Mathematics teachers teaching statistics: What are the challenges for the classroom teacher? In Proceedings of the 54th Session of the International Statistical Institute. Voorburg, The Netherlands: International Statistical Institute.
  • Quinn, R.J. (1997). Effects of mathematics methods courses on the mathematical attitudes and content knowledge of preservice teachers. The Journal of Educational Research, 91(2), 108-114.
  • Scheffler, I. (1965). Conditions of knowledge: An introduction to epistemology and education. Chicago: Scott, Foresman, and Company.
  • Shaughnessy, J.M. (1992). Research in probability and statistics: Reflections and directions. In Grouws, D.A. (Ed) Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics. (pp. 465-494). New York, NY, England: Macmillan Publishing Co. Inc.
  • Star, J.R. (2005). Reconceptualizing procedural knowledge. Journal for Research in Mathematics Education, 36(5), 404-411.
  • Star, J.R., & Stylianides, G.J. (2013). Procedural and conceptual knowledge: Exploring the gap between knowledge type and knowledge quality. Canadian Journal of Science, Mathematics, and Technology Education, 13(2), 169-181.
  • Stohl, H. (2005). Probability in teacher education and development. In Exploring probability in school (pp. 345-366). Springer US.
  • Thompson, A.G. (1984). The relationship of teachers' conceptions of mathematics teaching to instructional practice. Educational Studies in Mathematics, 15, 105-127.
  • Thompson, A.G., Philipp, R.A., Thompson, P.W., & Boyd, B.A. (1994). Calculational and conceptual orientations in teaching mathematics. In A. Coxford (Ed.) Profesional development for teachers of mathematics: 1994 Yearbook (pp. 79-92). Reston, VA: National Council of Teachers of Mathematics.
  • Watson, J.M. (2001). Profiling teachers' competence and confidence to teach particular mathematics topics: The case of chance and data. Journal of Mathematics Teacher Education 4(4), 305-337.
Toplam 24 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Gamze Kurt Birel

Yayımlanma Tarihi 16 Nisan 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 13 Sayı: 1

Kaynak Göster

APA Kurt Birel, G. (2017). The Investigation of Pre-service Elementary Mathematics Teachers’ Subject Matter Knowledge About Probability. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 13(1), 348-362. https://doi.org/10.17860/mersinefd.306023

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