An investigation of pre-service mathematics teachers' pedagogical content knowledge, using solid objects

Scientific Research and Essays

Volumn 5, Issue 14, 2010, Pages 1872-1880

  Bukova Güzel, Esra ^a  

^a DOKUZ EYLUL UNIVERSITY   (Turkey)

Author keywords

Pedagogical content knowledge; Pre service mathematics teachers; Solid objects

Indexed keywords

EID: 77955994459     PISSN: None     EISSN: 19922248     Source Type: Journal    
DOI: None     Document Type: Article

References (31)

1. Baki A (2008). Kuramdan uygulamaya matematik eǧitimi. Ankara: Harf Eǧitim Yayi{dotless}nci{dotless}li{dotless}k.
2. Ball DL (1988). Unlearning to teach mathematics. For the Learning of Math., 8(1): 40-48.
3. Ball DL, Bass H (2000). Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics. In Boaler J (ed.), Multiple Perspectives on Teaching and Learning. Westport, CT: Ablex Publishing, pp. 83-104.
4. Borko H, Putnam R (1996). Learning to teach. In: Berliner D, Calfee R (eds.), Handbook of educational psychology. New York: Macmillan, pp. 673-708.
5. Brown C, Borko H (1992). Becoming a mathematics teacher. In: Grouws D (ed.), Handbook of Research on Mathematics Teaching and Learning. New York: Macmillan, pp. 209-239.
6. Bukova E (2006). The development of new curriculum to overcome the students' difficulties in persiving the concept of limit and constructing the relationship between the concept of limit and the other mathematical concepts. Unpublished doctoral dissertation, Dokuz Eylül University.
7. Bütün M (2005). A study on primary mathematics teachers' pedagogical content knowledge. Unpublished master dissertation, Karadeniz Teknik University.
8. Carpenter T, Fennema E, Peterson P, Chiang C, Loef M (1989). Using knowledge of children's mathematics thinking in classroom teaching: An experimental study. Am. Educ. Res. J., 26(4): 499-531.
9. Cochran KF, DeRuiter JA, King RA (1993). Pedagogical content knowing: an integrative model for teacher preparation. J. Teacher Educ., 44(4): 263-272.
10. Cox S (2008). A conceptual analysis of technological pedagogical content knowledge. Unpublished doctoral dissertation, Brigham Young University.
11. Fennema E, Franke M (1992). Teachers' knowledge and its impact. In: Grouws D (ed.), Handbook of research on mathematics teaching and learning, New York: Macmillan, pp.147-164.
12. Grossman PL (1990). The making of a teacher: Teacher Knowledge and Teacher Education. London: Teachers College Press.
13. Gudmundsdottir S (1987). Pedagogical content knowledge: Teachers' ways of knowing. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
14. Leinhardt G, Smith DA (1985). Expertise in Mathematics Instruction: Subject matter knowledge. J. Educ. Psychol., 77(3): 247-271.
15. Ma L (1999). Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States. Mahwah NJ: Lawrence Erlbaum Associates.
16. Magnusson S, Krajcik J, Borko H (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In: Gess-Newsome J, Lederman NG (eds.), Examining Pedagogical Content Knowledge Dordrecht. The Netherlands: Kluwer Academic Publishers, pp. 95-144.
17. Marks R (1990). Pedagogical content knowledge: From a mathematical case to a modified conception. J. Teacher Educ., 41(3): 3-11.
18. Morine-Dershimer G, Kent T (2003). The complex nature and sources of teachers' pedagogical knowledge. In: Gess-Newsome J (ed.), Examining Pedagogical Content Knowledge. The Construct and the its Implication for Science Education. New York: Kluwer Academic Publisher, pp. 21-50.
19. Noss R, Baki A (1996). Liberating school mathematics from procedural view. J. Educ. Hacettepe Univ., 12: 179-182.
20. Olkun S, Altun A (2003). İlköǧretim öǧrencilerinin bilgisayar deneyimleri ile uzamsal düşünme ve geometri ba ari{dotless}lari{dotless} arasi{dotless}ndaki ilişki. The Turk. Online J. Educ. Technol., 2(4): 1-7.
21. Rovegno IC (1992). Learning to teach in a field-based methods course: the development of pedagogical content knowledge. Teaching and Teacher Educ., 8: 69-82.
22. Rowland T, Huckstep P, Thwaites A (2005). Elementary teachers' mathematics subject knowledge: The knowledge quartet and the case of Naomi. J. Math. Teacher Educ., 8(3): 255-281.
23. Schoenfeld AH (1998). Toward a theory of teaching-in-context. Issues in Educ., 4(1): 1-94.
24. Shulman LS (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2): 4-14.
25. Shulman LS (1987). Knowledge and teaching: foundations of the new reform. Harvard Educ. Revi., 57(1): 1-22.
26. Shulman LS, Quinlan KM (1996). The comparative psychology of school subjects. In: Berliner DC, Calfee RC (eds.), Handbook of Educational Psychology, New York: Macmillan, pp. 399-422.
27. Smith DC, Neale DC (1989). The construction of subject matter knowledge in primary science teaching. Teaching and Teacher Education, 5(1): 1-20.
28. Strauss A, Corbin J (1990). Basics of qualitative research: Grounded theory procedures and techniques. London: Sage.
29. Wilson SM, Winwberg SS (1989). Peering at history through different lenses: The role of disciplinary perspectives in teaching history. Teach. College Rec., 89: 525-39.
30. Winsor MS (2003). Preservice mathematics teachers' knowledge of functions and its effect on lesson planning at the secondary level. Unpublished doctoral dissertation, University of Iowa.
31. Yin RK (1984). Case study research. Design and Methods, Thousand Oaks: Sage Publications.