Trends in Postgraduate Thesis Studies Addressing Pedagogical Content Knowledge in Mathematics Education in Turkey: A Systematic Review

Year 2022, Volume: 16 Issue: 1, 135 - 171, 30.06.2022

Filiz Dikkartın Övez Semanur Can Emine Özdemir

https://doi.org/10.17522/balikesirnef.1055083

Abstract

The aim of this study is to systematically review and assess the subliminal theses in Turkey which were subject to pedagogical know-how from the mathematical studies published in the national thesis center between 2016 and 2021. To examine prostheses according to certain criteria, qualitative research methods were based on a systematic examination method. In order to obtain the data of the study, 25 postgraduate theses about pedagogic content knowledge in math education were included in the analysis based on the PRISMA information flow, at the National Thesis Data Center of the Presidency of the Council of Higher Education. The theses chosen in line with the aim of the study were examined in the framework of the study evaluation form. As a result, it has been found that the knowledge of program, content knowledge, knowledge of understanding student, and knowledge of instructional strategies - subcomponents of pedagogical content knowledge as revealed by theorists who reviewed pedagogic content knowledge - is not scrutinized in detail by the graduate thesis studies.

Keywords

pedagogical content knowledge, mathematics education, postgraduate thesis, systematic review

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