Assessment of a Middle-School Mathematics Teacher’s Knowledge for Teaching the 5th-Grade Subject of Fractions

Abstract

This study has aimed at revealing the knowledge for teaching a middle-school mathematics teacher has in teaching the 5th-grade subject of fractions. For this purpose, the Mathematics Knowledge for Teaching (MKT) was used. The study adopted the holistic single-case study, one of the qualitative study designs. The study was implemented with a teacher assigned at a public school and who volunteered for the study. The study data were collected by semi-structured interviews held with the teacher and observations during the teaching process of the subject of fractions, on which the teacher’s knowledge was sought to be assessed. Consequent to the study, it was revealed that the middle-school mathematics teacher possesses insufficient content knowledge on fractions, operations with fractions and meanings and models of fractions. It was concluded that his insufficient content knowledge also had an adverse impact on this knowledge for teaching and therefore, restricted the teacher’s teaching process. Based on the study, it was concluded that due to the teacher’s limited content knowledge and pedagogical content knowledge, he has an insufficient mathematical knowledge for teaching.

Keywords

• Mathematical knowledge for teaching
• fractions
• middle-school mathematics teacher

Ortaokul Matematik Öğretmeninin 5. Sınıf Kesirler Konusundaki Öğretme Bilgisinin İncelenmesi

Öz

Bu çalışmada 5. sınıf kesirler konusunun öğretiminde bir ortaokul matematik öğretmeninin öğretme bilgisinin ortaya konulması amaçlanmıştır. Bu amaç doğrultusunda Öğretmek için Matematik Bilgisi (ÖMB) modeli kullanılmıştır. Araştırmada nitel araştırma desenlerinden bütüncül tek durum çalışması benimsenmiştir. Araştırma, devlet ortaokulunda görev yapan ve çalışmaya katılmaya gönüllü olan bir matematik öğretmeni ile yürütülmüştür. Araştırmanın verileri öğretmen ile gerçekleştirilen yarı yapılandırılmış görüşmeler ve öğretmen bilgisinin incelendiği kesirler konusunun öğretimi sürecinde yapılan gözlemler yolu ile toplanmıştır. Araştırmada elde edilen verilerin analizinde betimsel analiz yöntemi kullanılmıştır. Araştırma sonucunda çalışmada yer alan ortaokul matematik öğretmeninin kesir, kesirlerle işlemler, kesirlerin anlamları ve modellerine ilişkin yetersiz alan bilgisine sahip olduğu ortaya konulmuştur. Yetersiz alan bilgisinin, öğretmenin öğretme bilgisini de olumsuz etkilediği ve öğretim sürecinin de bu doğrultuda kısıtlı kaldığı ortaya konulmuştur. Çalışma sonucunda öğretmenin alan bilgisi ve pedagojik alan bilgisinin kısıtlı olması sonucu matematik öğretme bilgisinin de yeterli olmadığı sonucuna ulaşılmıştır.

Anahtar Kelimeler

• Matematiği öğretme bilgisi
• kesirler
• ortaokul matematik öğretmeni

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