We train, but how well? Assessing mathematical knowledge for teaching of future Turkish teachers
Derya Celik 1, Mustafa Guler 1 * , Serhat Aydin 2, Zeynep Medine Ozmen 1, Kadir Gursoy 1, Duygu Arabaci 3, Gokay Acikyildiz 4
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1 Mathematics Education, Department of Mathematics and Science Education, Fatih Faculty of Education, Trabzon University, Trabzon, TURKEY2 Mathematics Education, Department of Mathematics and Science Education, Faculty of Education, Erciyes University, Kayseri, TURKEY3 Mathematics Education, Department of Mathematics and Science Education, Faculty of Education, Duzce University, Duzce, TURKEY4 Mathematics Education, Department of Mathematics and Science Education, Faculty of Education, Biruni University, Istanbul, TURKEY* Corresponding Author

Abstract

This 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.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2022, Volume 17, Issue 3, Article No: em0691

https://doi.org/10.29333/iejme/12062

Publication date: 01 May 2022

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Article Downloads: 350

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