Pre-Service Teachers’ Restructuring of Mathematical Content Knowledge in a Learning Trajectories based Instruction

Year 2018, Volume: 17 Issue: 1, 187 - 206, 15.03.2018

Zuhal Yılmaz Çiğdem Haser

https://doi.org/10.17051/ilkonline.2018.413757

Abstract

The purpose of this study
was to explore how elementary pre-service teachers (PTs) restructure their existing
mathematical content knowledge (MCK) for equipartitioning related mathematical
ideas in a Learning Trajectories Based Instruction (LTBI). A teaching
experiment was conducted with nine elementary education PTs with the use of
equiparitioning learning trajectory. The findings of this study briefly
indicated that PTs’ existing misconceptions and mathematical errors were
remediated and underlying reasons behind these misconceptions and errors were revealed
in LTBI. PTs also examined mathematically correct responses. In addition, a
variety of mathematical strategies and representations was utilized, and then
explained by PTs to the peers in mathematically correct ways as they worked on the
activities. These findings suggested that PTs had improved their existing MCK.
The process of these improvements in PTs’ MCK and the observed pattern in the
improvements was categorized under seven restructuring practices. These
practices suggested an emergent framework for MCK restructuring practices.
These seven practices were observed in relation to PTs’ restructuring practices
of Common Content Knowledge, Specialized Content Knowledge, and Horizon Content
Knowledge.

 

Keywords

Learning trajectories, pre-service teacher, mathematical content knowledge, restructuring

Öğrenme Rotaları Temelli Öğretimde Öğretmen Adaylarının Matematiksel Alan Bilgilerini Yeniden Yapılandırmaları

Abstract

Çalışmanın amacı sınıf
öğretmeni adaylarının eşpaylaşım konusu ile ilgili matematiksel alan
bilgilerini (MAB) öğrenme rotaları temelli bir öğretim ortamında nasıl yeniden yapılandırdıklarını
incelemektir. Bu bağlamda dokuz öğretmen adayı ile bir öğretim deneyi eşpaylaşım
öğrenme rotası kullanılarak gerçekleştirilmiştir.
Çalışmanın bulguları, adayların mevcut kavram yanılgı ve hatalarını
düzelttiklerini; bu yanılgı ve hataların altında yatan sebepleri açığa çıkardıklarını
ortaya koymaktadır. Aynı zamanda, adayların doğru matematiksel sonuçların neden
doğru olduklarını da irdeledikleri; etkinliklerde farklı matematiksel
stratejileri ve gösterimleri kullandıkları; kendilerinin ve diğer adayların
matematiksel stratejilerini derinlemesine irdelerken doğru matematiksel
terminolojileri kullandıkları gözlenmiştir. Bu bulgular, adayların MABlerinin öğretim
deneyi başına kıyasla geliştiğini göstermektedir. Bu gelişmenin nasıl bir
örüntü içerisinde gerçekleştiği yeniden yapılandırma eylemleri olarak kodlanmıştır.
Çalışmanın sonuçları, adayların MABlerini yeniden yapılandırma eylemleri  için gelişmekte olan bir çerçeveyi ortaya
koymaktadır. Bu çerçeve, adayların MABlerini yedi farklı eylem ile yeniden
yapılandırdıklarını göstermektedir. Bu eylemler Genel Alan Bilgisini, Özel Alan
Bilgisini ve Yatay Alan Bilgisini yapılandırma eylemleri olarak alt
kategorilerde ele alınmaktadır. 

Keywords

Öğrenme rotaları, öğretmen adayı, matematiksel alan bilgisi, yeniden yapılandırma

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