International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education
APA
In-text citation: (Celik et al., 2022)
Reference: Celik, D., Guler, M., Aydin, S., Ozmen, Z. M., Gursoy, K., Arabaci, D., & Acikyildiz, G. (2022). We train, but how well? Assessing mathematical knowledge for teaching of future Turkish teachers. International Electronic Journal of Mathematics Education, 17(3), em0691. https://doi.org/10.29333/iejme/12062
AMA
In-text citation: (1), (2), (3), etc.
Reference: Celik D, Guler M, Aydin S, et al. We train, but how well? Assessing mathematical knowledge for teaching of future Turkish teachers. INT ELECT J MATH ED. 2022;17(3), em0691. https://doi.org/10.29333/iejme/12062
Chicago
In-text citation: (Celik et al., 2022)
Reference: Celik, Derya, Mustafa Guler, Serhat Aydin, Zeynep Medine Ozmen, Kadir Gursoy, Duygu Arabaci, and Gokay Acikyildiz. "We train, but how well? Assessing mathematical knowledge for teaching of future Turkish teachers". International Electronic Journal of Mathematics Education 2022 17 no. 3 (2022): em0691. https://doi.org/10.29333/iejme/12062
Harvard
In-text citation: (Celik et al., 2022)
Reference: Celik, D., Guler, M., Aydin, S., Ozmen, Z. M., Gursoy, K., Arabaci, D., and Acikyildiz, G. (2022). We train, but how well? Assessing mathematical knowledge for teaching of future Turkish teachers. International Electronic Journal of Mathematics Education, 17(3), em0691. https://doi.org/10.29333/iejme/12062
MLA
In-text citation: (Celik et al., 2022)
Reference: Celik, Derya et al. "We train, but how well? Assessing mathematical knowledge for teaching of future Turkish teachers". International Electronic Journal of Mathematics Education, vol. 17, no. 3, 2022, em0691. https://doi.org/10.29333/iejme/12062
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Celik D, Guler M, Aydin S, Ozmen ZM, Gursoy K, Arabaci D, et al. We train, but how well? Assessing mathematical knowledge for teaching of future Turkish teachers. INT ELECT J MATH ED. 2022;17(3):em0691. https://doi.org/10.29333/iejme/12062

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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