Primary teachers’ subject matter knowledge: decimals

Ubuz, Behiye; Yayan, Betül

doi:10.1080/00207391003777871

Cited by 8 publications

(7 citation statements)

References 20 publications

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“…The literature has also documented that primary-school in-service teachers often face similar difficulties that students and pre-service teachers face, not only with proofs but also with many other mathematical contents (see, for instance, Ubuz & Yayan, 2010). For this reason, we agree with Ubuz and Yayan (2010) when stating that "an important step to improving subject matter knowledge should be better subject matter preparation for primary teachers" (p. 799).…”

Section: Some Reflections On the Resultssupporting

confidence: 56%

A Case Study on How Primary-School in-Service Teachers Conjecture and Prove: An Approach From the Mathematical Community

2021

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This paper studies how four primary-school in-service teachers develop the mathematical practices of conjecturing and proving. From the consideration of professional development as the legitimate peripheral participation in communities of practice, these teachers’ mathematical practices have been characterised by using a theoretical framework (consisting of categories of activities) that describes and explains how a research mathematician develops these two mathematical practices. This research has adopted a qualitative methodology and, in particular, a case study methodological approach. Data was collected in a working session on professional development while the four participants discussed two questions that invoked the development of the mathematical practices of conjecturing and proving. The results of this study show the significant presence of informal activities when the four participants conjecture, while few informal activities have been observed when they strive to prove a result. In addition, the use of examples (an informal activity) differs in the two practices, since examples support the conjecturing process but constitute obstacles for the proving process. Finally, the findings are contrasted with other related studies and several suggestions are presented that may be derived from this work to enhance professional development.

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Section: Some Reflections On the Resultssupporting

confidence: 56%

A Case Study on How Primary-School in-Service Teachers Conjecture and Prove: An Approach From the Mathematical Community

2021

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“…Finally, previous claims about the need for primary school mathematics teachers to obtain higher levels of mathematics education (particularly in relation to SMK; see Ubuz & Yayan, 2010;Norton, 2012) were only partially backed up by the results of this study.…”

Section: Summary and Discussionmentioning

confidence: 48%

“…Whilst not referring to mathematics per se, Shulman differentiated amongst subject matter knowledge (SMK), pedagogic content knowledge (PCK), curriculum knowledge (CK) and five other aspects of knowledge used for teaching. Drawing upon this vocabulary, a number of studies focusing on the mathematics curriculum have been undertaken in an attempt to link SMK (often supported by PCK) to pupils' mathematical achievement (Ball et al, 2005;Goulding et al, 2002;Ma, 1999;National Commission on Teaching and America's Future, 1996;Ofsted, 1994;Ubuz & Yayan, 2010;US DoE, 2008;Wong, Rowland, Chan, Cheung, & Han, 2008).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Relationships between teachers’ background, their subject knowledge and pedagogic efficacy, and pupil achievement in primary school mathematics in Hong Kong: An indicative study

Fung

Kutnick

Mok

et al. 2017

International Journal of Educational Research

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“…Beberapa penelitian sebelumnya juga menyatakan bahwa ada beberapa kesalahan dan kekeliruan siswa dalam menjumlahkan bilangan desimal. Ubuz & Yayan (2010) menyatakan bahwa kekeliruan yang paling umum dilakukan siswa ketika menjumlahan bilangan desimal adalah menambahkan angka terakhir di belakang koma, misalnya ketika menambahkan 0,1 ke 6,98, kemudian siswa memberikan jawaban yang keliru yaitu 6,99 bukan jawaban seharusnya 7,08. Selanjutnya Afriyansyah (2013) menyatakan bahwa kekeliruan ketika siswa menjumlahkan bilangan desimal dengan bilangan bulat misalnya 2,49 + 1 selanjutnya siswa memberikan jawaban yang keliru yaitu 2,50 bukan jawaban seharusnya 3,49 ataupun 19,72 + 9 jawaban siswa adalah 109,72 bukan jawaban seharusnya 28,72.…”

Section: Pendahuluanunclassified

Kemajuan Belajar Siswa pada Penjumlahan Bilangan Desimal Menggunakan Pengukuran Berat

2018

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This study was aimed at describing the student’ learning progress on decimals addition by a set of learning activitis based on Indonesian Realistic Mathematics Education. This research method is design research which contain three stages, namely: preliminary design, design experiment and retrospective analysis. Hypothetical Learning Trajectory (HLT) has been designed to play an important role as learning design and research instrument. HLT was tested to 30 fourth grade students. The data were collected through interview, observation, and field notes. The findings of the research showed that this instructional design could stimulate students in the introduction of one digit decimal through the result of weight measurement, the use of the model that the students make themselves (model of) to describe the measurement results at the second level, and marking the result of the measurement to the number line and continued by describing the process of decimals addition from the measurement activity to the number line in the more formal level. Furthermore at the formal level, students are able to solve the problem of the decimals addition using the correct procedure that is the place value rule.

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Primary teachers’ subject matter knowledge: decimals

Cited by 8 publications

References 20 publications

A Case Study on How Primary-School in-Service Teachers Conjecture and Prove: An Approach From the Mathematical Community

A Case Study on How Primary-School in-Service Teachers Conjecture and Prove: An Approach From the Mathematical Community

Relationships between teachers’ background, their subject knowledge and pedagogic efficacy, and pupil achievement in primary school mathematics in Hong Kong: An indicative study

Kemajuan Belajar Siswa pada Penjumlahan Bilangan Desimal Menggunakan Pengukuran Berat

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