We train, but how well? Assessing mathematical knowledge for teaching of future Turkish teachers

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dc.authoridAYDIN, SERHAT/0000-0003-4341-2913
dc.authoridGüler, Mustafa/0000-0002-4082-7585
dc.authoridARABACI, Duygu/0000-0001-9972-3644
dc.authorwosidAYDIN, SERHAT/W-3817-2017
dc.contributor.authorÇelik, Derya
dc.contributor.authorGüler, Mustafa
dc.contributor.authorAydın, Serhat
dc.contributor.authorÖzmen, Zeynep Medine
dc.contributor.authorGürsoy, Kadir
dc.contributor.authorArabacı, Duygu
dc.contributor.authorAçıkyıldız, Gökay
dc.date.accessioned2023-07-26T11:50:25Z
dc.date.available2023-07-26T11:50:25Z
dc.date.issued2022
dc.departmentDÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümüen_US
dc.description.abstractThis study aims to assess and compare-at the national and regional sizes-mathematical knowledge for teaching of pre-service elementary mathematics teachers (PEMTs). Participants of the study were composed of 1,367 pre-service teachers selected among 21 universities in 12 regions of Turkey. Mathematical knowledge for teaching (MKT) test, which were developed by TEDS-M project were used to collect the data. The instruments were adapted into Turkish by the researchers. According to results, while there wasn't much differentiation among the regions in terms of the MKT, pre-service teachers in the West Marmara, Mediterranean, and Northeast Anatolia regions are more successful than the other regions. PEMTs' mathematics pedagogical content knowledge (MPCK) performance was close but somewhat better than their mathematics content knowledge (MCK) performance, in terms of both regions and universities. In the case of the MPCK test, the regions exhibited a more homogeneous picture, while in the case of MCK, the universities did so. Algebra content domain is where the PEMTs' performance is lowest. When we compared the results obtained from this study with published international averages from TEDS-M study, Turkish PEMTs had appreciably higher performance on both MCK and MPCK components.en_US
dc.description.sponsorshipTUBITAK [113K805]en_US
dc.description.sponsorshipThis study is supported by TUBITAK (Project No: 113K805).en_US
dc.identifier.doi10.29333/iejme/12062
dc.identifier.issn1306-3030
dc.identifier.issue3en_US
dc.identifier.urihttps://doi.org/10.29333/iejme/12062
dc.identifier.urihttps://hdl.handle.net/20.500.12684/12341
dc.identifier.volume17en_US
dc.identifier.wosWOS:000821956300007en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.institutionauthorArabacı, Duygu
dc.language.isoenen_US
dc.publisherModestum Ltden_US
dc.relation.ispartofInternational Electronic Journal of Mathematics Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.snmz$2023V1Guncelleme$en_US
dc.subjectPre-Service Mathematics Teachers; Mathematical Knowledge For Teaching; Content Knowledge; Pedagogical Content Knowledge; Turkish Regionsen_US
dc.subjectEducation; Classroomen_US
dc.titleWe train, but how well? Assessing mathematical knowledge for teaching of future Turkish teachersen_US
dc.typeArticleen_US

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