An Investigation of the Knowledge of Teaching Mathematics of Novice Primary School Teachers1
Öz
Purpose: This study, it is aimed to examine the knowledge of classroom teachers who are just starting out in the profession to
teach mathematics in the field of data processing learning.
Design/Methodology/Approach: The research was carried out for the purpose of specific case study from qualitative research
methods. The data was obtained from 100 classroom teachers who have not completed 5 years in their professional life. The
data were obtained with the data collection tool developed for the data processing learning area. The researchers used the
rubric they developed for data analysis. All questions were evaluated and scored within the scope of "correct", "partially
correct", "wrong" and "irrelevant" answers, and the frequency of answering each question was kept. Subsequently, the
proficiency levels of the teachers were determined and the teaching knowledge was examined within the framework of these
levels.
Findings: It has been revealed that primary school teachers who have just started their profession have deficiencies in
teaching mathematics and its sub-components, content knowledge, student and content knowledge, teaching and content
knowledge, and curriculum knowledge. In the topics determined within the framework of the knowledge of teaching
mathematics, it was observed that the field knowledge of the classroom teachers is sufficient but close to the lower limit of
the specified level, the student, teaching and content knowledge is of moderate proficiency and the curriculum knowledge is
the lowest compared to other components. In line with the results, it has been determined that classroom teachers have
deficiencies in teaching knowledge of data processing learning area.
Highlights: It has been determined that there are deficiencies in the knowledge of classroom teachers who are just starting
out in the profession to teach mathematics. It has been observed that the deficiencies in the curriculum knowledge of the
classroom teachers are greater than in other components. It has been observed that classroom teachers have
misconceptions about table and graphic concepts.
Anahtar Kelimeler
Knowledge for teaching math, Primary school teachers, Data processing learning area
Kaynakça
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