The aim of this study is to develop a scale to determinate pre-service teachers' pedagogical content knowledge. The research was carried out with the 768 pre-service teachers in different universities in Turkey. The study consists of five parts including a literature review, an item pool, experts' opinions, administration of scale and computing the reliability and validity. While constituting the pool of items, an interview was carried out with 15 pre-service teachers regarding pedagogical content knowledge and 20 teachers were asked to write an essay related to this topic. The draft scale obtained was administered to 768 pre-service teachers and the result of factor analysis, the number of items was reduced to 38. Besides, the Cronbach-Alpha internal integrity coefficient of the final version of the scale was found to be 0.967. After computing the reliability of PCKS, the scale is ready to be used.
This study aims to analyze the relationship between secondary school seventh grade students' perception of mathematical self-efficacy, mistake-handling learning awareness, and mathematical anxiety; and to define the power of mistake-handling learning and self-efficacy in predicting mathematical anxiety. In this study, relational model was used and the research group consisted of 323 seventh grade students whose ages range from 12 to 14. According to the findings of the study, when the relationship between mathematical anxiety, self-efficacy, and mistake-handling learning is analyzed, it is observed that there are significant relationships between mathematical anxieties, self-efficacy, and mistake-handling learning. Furthermore, mathematical self-efficacy and mistake-handling learning explain 51% of the total variance of the mathematical anxiety.
The purpose of this study is to examine preservice mathematics teachers' approaches towards the questions solved incorrectly on the subject of probability. In this sense, four questions were identified in the light of the literature and a data collection tool involving mistaken solution of these questions was prepared and carried out on preservice teachers. In this study, the case study method, which is one of the qualitative research approaches, is used. The participants of this study are 25 preservice mathematics teachers who are students at a state university. Data were analyzed by descriptive analysis. In this study, it has been seen that the preservice teachers failed in mistake detection and finding correct solution since they were unable to clarify sample space in problems of conditional probability. On the contrary, it was pointed out that the number of those who made partially correct or incorrect detection of mistakes in the probability problem which is not based on a condition was quite high and also most of the preservice teachers correctly solved the problem.
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