Preservice Preschool Teachers’ Pedagogical Content Knowledge on Geometric Shapes in Terms of Children’s Mistakes

Korkmaz, Halil İbrahim; Şahin, Ömer

doi:10.1080/02568543.2019.1701150

Cited by 7 publications

(8 citation statements)

References 29 publications

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“…Misconceptions caused by experience and basic knowledge of combinatorics involving the basic concepts of permutations and combinations in secondary school can adversely affect the learning process of mathematics at the tertiary level (Sukoriyanto et al, 2016b). According to Korkmaz and Şahin, (2020), the characteristics of mathematics are understood as a flowing and sequential science. It is challenging to teach a concept to children when they cannot understand the foundational concepts accurately (Turkdogan et al, 2009).…”

Section: Difficulties and Misconceptions Of Children About Permutatio...mentioning

confidence: 99%

“…Teachers with adequate PCK can easily assess student errors and misunderstandings, provide appropriate explanations to teaching problems, and create learning tailored to their needs and cognitive level (Korkmaz & Şahin, 2020;Yunianto et al, 2021). The PCK concept, established in the 1980s by Shulman, has had a major influence on the intensively researched teacher training program.…”

Section: Pedagogical Content Knowledgementioning

confidence: 99%

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Examining the pedagogical content knowledge of in-service mathematics teachers on the permutations and combinations in the context of student mistakes

Matitaputty¹,

Nusantara²,

Hidayanto³

et al. 2022

j. math. educ.

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Permutations and combinations are generally taught by requiring students to memorize formulas and solve problems using the appropriate formula. Students who learn these topics may succeed in gaining high scores on end-of-chapter exams in textbooks, while lacking the conceptual understanding required to deal with problems in the real world. Therefore, this study aimed to examine in-service mathematics teachers' pedagogical content knowledge (PCK) to determine students’ mistakes in solving permutations and combinations problem and their teaching strategies to eliminate these errors. Data were collected by distributing vignettes, CoRe, and PaP-eRs to thirteen mathematics teachers from ten provinces in Indonesia after they finished an online professional teacher education program to determine their PCK in teaching permutations and combinations. The data collected were analyzed qualitatively using a content analysis approach to obtain categories inductively. The result showed that PCK of in-service mathematics in teaching permutations and combinations was observed by identifying student mistakes conceptually and procedurally, even though some could not determine their mistakes in permutations. On the other hand, the knowledge of instructional strategies can engage all students in active learning, but most of them only give general answers. Furthermore, an in-depth understanding of permutations and combinations topic is needed to support the development of teachers’ pedagogic competencies sustainably. The contribution of this research will be of interest to curriculum development and mathematics educators.

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Section: Difficulties and Misconceptions Of Children About Permutatio...mentioning

confidence: 99%

Section: Pedagogical Content Knowledgementioning

confidence: 99%

Examining the pedagogical content knowledge of in-service mathematics teachers on the permutations and combinations in the context of student mistakes

Matitaputty¹,

Nusantara²,

Hidayanto³

et al. 2022

j. math. educ.

View full text Add to dashboard Cite

show abstract

“…Estos resultados advierten que el conocimiento especializado sobre gráficos estadísticos de las futuras maestras de Educación Infantil que han participado en esta investigación, es insuficiente para responder a las situaciones planteadas, coincidiendo con estudios que abordan otros temas matemáticos (Korkmaz y Şahin, 2020;Pacheco-Figuereido et al, 2018;Samuel et al, 2018). Esta situación demanda revisar los planes formativos de las futuras maestras de Educación Infantil, de modo de asegurar un conocimiento más sólido de la matemática en general y de la estadística en particular.…”

Section: íTem 4 Identificar Un Gráfico Estadístico Para Representar Datosunclassified

Conocimiento especializado sobre gráficos estadísticos de futuras maestras de educación infantil

2021

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En este estudio se busca caracterizar el conocimiento especializado sobre gráficos estadísticos por 102 futuras maestras de educación infantil en Chile. Se sigue una metodología cualitativa, de nivel descriptivo, basada en el análisis de contenido. Particularmente, se reportan cuatro ítems que valoran aspectos de este subdominio del modelo MKT (Mathematical Knowledge for Teaching) relacionados con manifestar un conocimiento profundo y específico, y representar con exactitud ideas sobre gráficos estadísticos. Los resultados muestran que las participantes presentan errores en la definición de gráfico estadístico, identificación de conceptos vinculados al gráfico de barras, así como a los cálculos y predicciones basados en la información representada. Se concluye que las futuras maestras de educación infantil manifiestan escasos conocimientos sobre gráficos estadísticos, definidos en los estándares orientadores para estas carreras en el contexto chileno.

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“…The researchers recommended enhancing preschool teachers' awareness of misconceptions, suggesting that development programs for preschool teachers should be designed to improve their knowledge and skills (Inan & Dogan-Temur, 2010). Another study conducted in Turkey (Korkmaz, & Şahin, 2019) examined the pedagogical content knowledge concerning shapes among 84 preservice preschool teachers. The participants were presented with several vignettes, each of which included a common geometry mistake found among young children.…”

Section: Preschool Teachers' Knowledge Of Geometrymentioning

confidence: 99%

Preschool In-service Teachers and Geometry: Attitudes, Beliefs and Knowledge

Markovits¹,

Patkin²

2020

INT ELECT J MATH ED

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This study aims to explore in-service preschool teachers' attitudes towards and beliefs about geometry and its teaching and to investigate their knowledge of shapes and solids. The study uses a mixed descriptive approach employing quantitative and qualitative research methods. Thirty-four Israeli preschool teachers of children aged 3-6 from 34 different preschools and kindergartens participated in the study and responded to a questionnaire comprised of closed and open items. Regarding their attitudes and beliefs, the preschool teachers were asked about: the meaning of geometry; affinity for geometry, importance of geometry; need to use accurate mathematical language, and about their enjoyment of engaging young children in activities connected with learning geometry. As to the knowledge of shapes and solids, the preschool teachers were asked to describe or define shapes and solids, name shapes and solids and distinguish between rectangles and other shapes. The results illustrate that most of the preschool teachers like geometry or expressed a neutral position towards geometry, but some hate geometry. Most of the preschool teachers comprehend the importance of engaging in activities that relate to geometry in preschool and enjoy involving young children in activities connected with learning geometry. As to the use of accurate language, most of the preschool teachers maintain that accurate mathematical language should be applied when preschool children aged 3-6 deal with shapes and solids. Yet, only about half of them believe that it is necessary to use accurate language when the children are at an earlier age. Certain preschool teachers lack the knowledge to name shapes and solids, even those which are part the mathematics curriculum for ages 3-6. They exhibited difficulties in using accurate mathematical language when describing shapes and solids, and were influenced by the shapes' visual appearance rather than by their definitions and properties. It is recommended that preschool teachers attend further development programs so they can appropriately involve young children in activities connected to learning geometry, as required by the curriculum.

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Preservice Preschool Teachers’ Pedagogical Content Knowledge on Geometric Shapes in Terms of Children’s Mistakes

Cited by 7 publications

References 29 publications

Examining the pedagogical content knowledge of in-service mathematics teachers on the permutations and combinations in the context of student mistakes

Examining the pedagogical content knowledge of in-service mathematics teachers on the permutations and combinations in the context of student mistakes

Conocimiento especializado sobre gráficos estadísticos de futuras maestras de educación infantil

Preschool In-service Teachers and Geometry: Attitudes, Beliefs and Knowledge

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