Analysis of Pedagogical Content Knowledge Studies in the Context of Mathematics Education in Turkey: A Meta-Synthesis Study

Abstract

Studies that explore pedagogical content knowledge (PCK) in the field of mathematics education date back to the turn of the century in Turkey. In recent years, studies on PCK have gained momentum. Master' s theses and doctoral dissertations have been written on PCK. In this context, there is a need to analyze the studies on PCK in Turkey to discover the dominant trends and to determine the gaps in the field. Understanding the current situation is important and essential for researchers in this field. Thus, this study analyzes PCK studies in the field of mathematics education in Turkey by using the meta-synthesis approach. As part of this study, 56 studies, which include 24 dissertations, 27 articles, and five proceedings all published between 2004 and 2015, have been analyzed. These studies were analyzed thematically and methodologically. Analyses of these works revealed that most of the studies had concentrated on determining the existing PCK of teacher candidates and that the most extensively studied PCK components were knowledge about students and knowledge of teaching strategies and representations. In addition it was found that qualitative approach was dominant methodology of these studies and algebra was the mostly studied mathematical context.

Analysis of the Students' Pedagogical Content Knowledge and Content Knowledge in Mathematics Learning

“…At the same time, the qualitative method is used to analyze PCK and CK students. The dominant qualitative method is used to assess the PCK of prospective teachers (Şimşek & Boz, 2016). The instruments used were written tests and observation sheets.…”

“…It states that for West Java Province, the average value of teacher pedagogical competence is 54.36, and the professional competence of teachers is 60.95. Also, based on the result analysis of Şimşek & Boz (2016), it was argued that prospective teachers still lack PCK and CK. Pedagogical Content Knowledge deals with the knowledge to understand the diversity of students' abilities, design and apply mathematics learning, evaluate learning outcomes, and develop students to actualize their various potentials.…”

“…Related to this opinion, what was highlighted in this study was the difference between PCK and CK based on teacher knowledge and the correlation between PCK and CK. The meta-analysis results proposed by Şimşek & Boz (2016) revealed that most of the research had concentrated on determining the PCK that the prospective teachers and the most studied PCK component were knowledge about students and teaching strategies. It was also stated the need for further studies on teacher knowledge, including PCK and CK.…”

Matematiikan opetus mielekkään oppimisen edistämisessä

“…kuitenkin Bolyard & Moyer-Packenham, 2008) tai sellaista synteesiä, joka rakentuisi yhdistellen eri konteksteja, on matematiikkakasvatuksen osalta tehty vähän jos ollenkaan. Yhteenvetotutkimuksia on laadittu sellaisista opetus-oppimiskonteksteista, joissa painottuvat esimerkiksi oppimisvaikeudet (Allsopp & Haley, 2015;Dennis ym., 2016), emotionaaliset tai käyttäytymiseen liittyvät ongelmat (Ralston, Benner, Tsai, Riccomini, & Nelson, 2014) tai opettajan pedagogisen sisältötiedon näkökulma (Şimşek & Boz, 2016).…”

Manifesting of pedagogical content knowledge on trigonometry in teachers practice

“…Specifically, in South Africa, some teachers" lack of appropriate depth in PCK contributes towards students" underachievement in certain mathematics sections such as trigonometry (Brijlall & Maharaj, 2014). Yet, mathematics researchers have not given sufficient attention to how the elements of PCK on trigonometry manifest itself in teachers" practice (Depaepe et al, 2013;Şimşek & Boz, 2016).…”