Pre-service mathematics teachers’ pedagogical content knowledge regarding student mistakes on the subject of circle

Aksu, Zeki

doi:10.11591/ijere.v8i3.20250

Cited by 7 publications

(12 citation statements)

References 12 publications

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“…Drawing on Shulman's [3] study, there are numerous studies on teacher pedagogical knowledge in different fields, which include the Islamic Education [9], Arabic [10], Language [11], History [12], Mathematics [2,13], Syariah [14] and Visual Arts Education [15]. However, there are still limited studies on the relationship between teacher pedagogical knowledge and teaching quality, especially among teachers in schools involved in TMUA.…”

Section: Introductionmentioning

confidence: 99%

Examining the teachers’ pedagogical knowledge and learning facilities towards teaching quality

Haron

Zalli

Othman

et al. 2021

IJERE

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<p>The purpose of this study was to examine the relationship between teachers’ pedagogical knowledge, learning facilities and the teaching quality of teachers in the Ulul Albab Tahfiz Model (TMUA) schools in Malaysia. The data were collected using a set of questionnaires which probed on the respondents’ demographic information as well as on their pedagogical knowledge, learning facilities and teaching quality. The respondents comprised of 144 teachers from three schools involved in TMUA program. The data obtained were processed and analysed through the Partial Least Squares Structural Equation Modelling (PLS-SEM) using SmartPLS 3.0 software. The results show that there is a significant relationship between teachers’ pedagogical knowledge, educational facilities and the quality of teaching. The implication of this study is that teachers are aware of the importance of pedagogical knowledge in improving teaching quality when implementing the TMUA program.</p>

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Section: Introductionmentioning

confidence: 99%

Examining the teachers’ pedagogical knowledge and learning facilities towards teaching quality

Haron

Zalli

Othman

et al. 2021

IJERE

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“…• This study provided a critical evaluation of the existing literature 3 / 6 teachers' designing lesson plan sections have occurred inconsistently. It was determined that the pre-service teachers were not at the desired level in terms of identifying the source of students' mistakes and proposing correct solutions (Aksu, 2019). In addition, according to the outcomes, there was a lack of knowledge of students' understanding and knowledge of instructional strategies, which are the subcomponents of the pedagogical content knowledge of prospective mathematics teachers.…”

Section: Contribution To the Literaturementioning

confidence: 99%

“…Videotapes of the groups' microteaching and their lesson plans Azam (2020) Four secondary school science teachers Interview transcripts of conversations with the participant teachers Spangenberg (2021) Twelve teachers Semi-structured one-on-one interviews, lesson plans. Deniz Yilmaz and Küçük Demir (2021) 10 pre-secondary school in-service mathematics teachers and 10 prospective mathematics teachers Interviews Lee et al (2018) Four mathematics teachers Interviews Aksu (2019) 30 pre-service teachers Open-ended questions Saeleset and Friedrichsen (2021) Six middle-school pre-service teachers Interviews Sintema and Marbán (2020) 150 pre-service teachers Vignettes, MPCK self-concept survey and a pencil and paper test on functions. Ambusaidi et al (2020) 1,400 Omani 10th grade students A questionnaire Guler and Celik (2021) 155 prospective teachers Pedagogical content knowledge (APCK) test Duruk and Akgun (2020) A single participant A semi-structured interview.…”

Section: Analysis Of the Pedagogical Content Knowledge Development Of...mentioning

confidence: 99%

A review of research on pedagogical content knowledge in science and mathematics education in the last five years

Galimova

Zakharishcheva

Kolomoets

et al. 2023

EURASIA J Math Sci Tech Ed

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This study aims to review Pedagogical Content Knowledge (PCK) studies related to science and mathematics education in the ERIC database. In addition, journals published in the Eric database were searched using the same keyword. Thirty-five science and mathematics education studies were analyzed using standards from the related literature. A qualitative thematic review was conducted in this study. All articles were downloaded and read by the researchers. Each researcher examined them together to determine themes. The themes determined were the subjects and topics studied, the profile of the participants, the data collection instruments, the study design, and the consideration of pedagogical content knowledge with its components. The results were reviewed in terms of the competencies of preservice and in-service science and mathematics teachers in pedagogical content knowledge, the analysis of the development of prospective teachers' pedagogical content knowledge, and the components of pedagogical content knowledge. Some implications of these findings were suggested for determining and developing pedagogical content knowledge of prospective and in-service science and mathematics teachers.

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“…Foram selecionados e escolhidos os trabalhos de Judd e Buswell (1925), Hendrik Radatz (1979Radatz ( , 1980, Rafaella Borasi (1987), Weimer (1925), Seemann (1929, Confrey (2006), Cury (2007), Rushton (2018), Lannin, Townsend e Barker (2006), Lai (2012), Aksu (2019), Shulman (1987), entre outros.…”

Section: De Acordo Severino (2007)mentioning

confidence: 99%

A análise de erros baseada em evidências como estratégia de apoio na promoção da aprendizagem matemática

Da Penha,

Andrade,

de Lira

et al. 2023

OLEL

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O desempenho escolar dos alunos costuma ser associado ao conceito de notas, que, por sua vez, está relacionado ao não cumprimento de padrões estabelecidos nas respostas corretas de questões e testes que compõem as diversas avaliações de aprendizagem que, por conseguinte revelam baixos índices de proficiência, em particular, na matemática. Desse modo, esse trabalho apresenta um estudo acerca da análise do erro como ferramenta didático-pedagógica no processo de ensino, e a necessidade de compreender os erros cometidos pelos alunos de modo a entender suas lacunas de aprendizagem. Como objetivo, propomos estudar sobre a análise do erro baseado em evidências de resultados de atividades e avaliações e seu potencial didático-pedagógico na promoção da aprendizagem matemática. Metodologicamente procedemos com uma pesquisa bibliográfica na qual realizamos um estudo em obras de autores que abordam a temática do erro como Radatz (1979, 1980), Borasi (1987), Confrey (2006), Cury (2007) e outros. Os resultados do estudo apontam que à análise de erro baseadas nas evidências dos resultados de avaliações e atividades de sala de aula configura-se como uma estratégia que pode trazer importantes contribuições no fazer pedagógico, uma vez que ajuda o professor a entender as dificuldades dos alunos possibilitando com isso uma mudança de postura docente que se encaminhe para um efetivo alcance dos objetivos de aprendizagem.

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Pre-service mathematics teachers’ pedagogical content knowledge regarding student mistakes on the subject of circle

Cited by 7 publications

References 12 publications

Examining the teachers’ pedagogical knowledge and learning facilities towards teaching quality

Examining the teachers’ pedagogical knowledge and learning facilities towards teaching quality

A review of research on pedagogical content knowledge in science and mathematics education in the last five years

A análise de erros baseada em evidências como estratégia de apoio na promoção da aprendizagem matemática

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