Validation of The Mathematical Knowledge For Teaching Statistics Instrument

Yıl 2017, Cilt: 6 Sayı: 1, 173 - 184, 01.03.2017

Oktay Mercimek Ayhan Kürşat Erbaş

https://doi.org/10.30703/cije.321451

Öz

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.

Anahtar Kelimeler

Teacher knowledge, content knowledge, pedagogical content knowledge, teaching statistics, Item Response Theory, Confirmatory Factor Analysis.

İstatistik Öğretimine Yönelik Matematiksel Bilgi Ölçeğinin Geçerliğinin Sağlanması

Öz

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.

Anahtar Kelimeler

Öğretmen Bilgisi, Pedagojik Alan Bilgisi, Alan Bilgisi, istatistik öğretimi, Madde Tepki Kuramı, Doğrulayıcı faktör analiz

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