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Ortaokul Matematik Öğretmenlerinin Cebir Hatalarına Yönelik Pedagojik Alan Bilgilerinin Araştırılması.

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Title: Ortaokul Matematik Öğretmenlerinin Cebir Hatalarına Yönelik Pedagojik Alan Bilgilerinin Araştırılması.
Alternate Title: Investigating Middle School Mathematics Teachers' Pedagogical Content Knowledge Regarding Algebraic Errors.
Authors: Demir, Büşra Kıral1 busrakiral@aydin.edu.tr, Şengül, Sare2 zsengul@marmara.edu.tr
Source: Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi. haz2026, Issue 68, p1-39. 39p.
Subject Terms: *Pedagogical content knowledge, *Professional education, *Teacher education, *Mathematics education (Middle school), *Curriculum, Mathematical errors
Abstract (English): The purpose of this study is to examine the pedagogical content knowledge of three middle school mathematics teachers regarding algebraic errors within the scope of "content and student knowledge", "content and teaching knowledge", and "content and curriculum knowledge". Data were collected through one-on-one interviews with teachers and analyzed using content analysis. The findings revealed that the teachers were largely aware of common algebraic errors made by students and the causes of these errors. Thus, the teachers’ knowledge levels in the "content and student knowledge" component appeared to be good. However, it was found that while the teachers viewed errors as functional from both the student’s and the teacher’s perspectives, they did not use them as an effective tool in the teaching process, and some of their explanations regarding instruction did not align with the literature. This situation indicated that their knowledge levels in the "content and teaching knowledge" component were more limited. Finally, it was found that the teachers’ knowledge of eighth-grade algebra learning outcomes and their vertical and horizontal curriculum knowledge, and thus their knowledge levels in the "content and curriculum knowledge" component, were more limited. These results point to the importance of professional development efforts focusing particularly on the "content and teaching knowledge" and "content and curriculum knowledge" components in developing middle school mathematics teachers’ pedagogical content knowledge regarding algebraic errors. [ABSTRACT FROM AUTHOR]
Abstract (Turkish): Bu araştırmanın amacı üç ortaokul matematik öğretmeninin, cebir hatalarına yönelik pedagojik alan bilgilerini; "alan ve öğrenci bilgisi", "alan ve öğretim bilgisi" ile "alan ve müfredat bilgisi" kapsamında incelemektir. Veriler öğretmenlerle yapılan birebir görüşmeler aracılığıyla toplanmış ve içerik analizi yöntemiyle analiz edilmiştir. Bulgular, katılımcı öğretmenlerin, öğrencilerin yaygın cebir hatalarının ve bu hataların nedenlerinin büyük ölçüde farkında olduğunu ortaya koymuştur. Böylece öğretmenlerin "alan ve öğrenci bilgisi" bileşeninde bilgi düzeylerinin iyi olduğu görülmüştür. Bununla birlikte öğretmenlerin, hataları hem öğrenci açısından hem öğretmen açısından işlevsel bulduğu, ancak öğretim sürecinde etkin bir araç olarak kullanmadığı ve öğretime ilişkin bazı açıklamalarının alan yazınıyla örtüşmediği saptanmıştır. Bu durum "alan ve öğretim bilgisi" bileşeninde bilgi düzeylerinin daha sınırlı olduğuna işaret etmiştir. Son olarak öğretmenlerin, sekizinci sınıf düzeyindeki cebir kazanımlarına ilişkin bilgileri ile dikey ve yanal müfredat bilgilerinin, dolayısıyla "alan ve müfredat bilgisi" bileşeninde bilgi düzeylerinin daha sınırlı olduğu tespit edilmiştir. Bu sonuçlar, ortaokul matematik öğretmenlerinin cebir hatalarına yönelik pedagojik alan bilgilerinin geliştirilmesinde, mesleki gelişim çalışmalarının özellikle "alan ve öğretim bilgisi" ile "alan ve müfredat bilgisi" bileşenlerine odaklanmasının önemine işaret etmektedir. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:The purpose of this study is to examine the pedagogical content knowledge of three middle school mathematics teachers regarding algebraic errors within the scope of "content and student knowledge", "content and teaching knowledge", and "content and curriculum knowledge". Data were collected through one-on-one interviews with teachers and analyzed using content analysis. The findings revealed that the teachers were largely aware of common algebraic errors made by students and the causes of these errors. Thus, the teachers’ knowledge levels in the "content and student knowledge" component appeared to be good. However, it was found that while the teachers viewed errors as functional from both the student’s and the teacher’s perspectives, they did not use them as an effective tool in the teaching process, and some of their explanations regarding instruction did not align with the literature. This situation indicated that their knowledge levels in the "content and teaching knowledge" component were more limited. Finally, it was found that the teachers’ knowledge of eighth-grade algebra learning outcomes and their vertical and horizontal curriculum knowledge, and thus their knowledge levels in the "content and curriculum knowledge" component, were more limited. These results point to the importance of professional development efforts focusing particularly on the "content and teaching knowledge" and "content and curriculum knowledge" components in developing middle school mathematics teachers’ pedagogical content knowledge regarding algebraic errors. [ABSTRACT FROM AUTHOR]
ISSN:13025147