Pre-Service Primary School Mathematics Teachers’ Pedagogical Content Knowledge Of Problem Solving Through Interviews and In-Class Practice Observations
Öz
This is a case study aimed at determining pre-service primary school mathematics teachers’
pedagogical content knowledge of problem solving through interviews and in-class practice
observations. This study also attempts to compare and contrast the data obtained from two different data sources to reveal any similarity and inconsistency, if there is any. The study
group includes 13 senior students studying at the department of primary school mathematics
education of a state university located in Ankara province. Semi-structured interview and inclass
observation were employed for data collection. Taking into account their responses about
the influence of problem solving on learning, the role it plays in mathematics education, and to
what extent problem solving should be focused on during the teaching process, it is clear that
the pre-service teachers criticize traditional approach and stay close to instruction via problem
solving. However, this study also indicated that contrary to what they asserted, the pre-service
teachers employed problem solving with a focus on results.
Anahtar Kelimeler
Kaynakça
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