Mathematics teachers’ pedagogical content knowledge involving the relationships between perimeter and area

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dc.contributor.authorYilmaz, Demet Deniz
dc.contributor.authorDemir, Betül Küçük
dc.date.accessioned2024-10-04T18:58:44Z
dc.date.available2024-10-04T18:58:44Z
dc.date.issued2021
dc.departmentBayburt Üniversitesien_US
dc.description.abstractThis study aims to investigate and compare mathematics teachers’ knowledge of pedagogical content, knowledge of students’ understanding and knowledge of instructional strategies, subcomponents of pedagogical content knowledge, student errors in the relationship between perimeter and areas in rectangles, squares, and parallelograms. 10 pre-secondary school in-service mathematics teachers and 10 prospective mathematics teachers participated in the study. The qualitative case research approach was used. To collect the data, an interview form consisting of four questions showing student errors related to perimeter and area was prepared. The participants were asked to comment on the questions given in the form, and their answers were recorded. Later, they were asked to write down their answers to these questions. According to the outcomes, there is a lack of knowledge of students’ understanding and knowledge of instructional strategies, which are the subcomponents of the pedagogical content knowledge of prospective mathematics teachers. Moreover, prospective teachers are found to be incompetent as regards the necessary mathematical subject matter knowledge. To prevent difficulties, when the concepts of perimeter and area are taught, instead of giving formulae initially, concrete materials or real-life examples about these concepts should be provided. © 2021, Athens Institute for Education and Research. All rights reserved.en_US
dc.identifier.doi10.30958/aje.8-4-2
dc.identifier.endpage384en_US
dc.identifier.issn2241-7958
dc.identifier.issue4en_US
dc.identifier.scopus2-s2.0-85114166412en_US
dc.identifier.scopusqualityQ4en_US
dc.identifier.startpage361en_US
dc.identifier.urihttps://doi.org/10.30958/aje.8-4-2
dc.identifier.urihttp://hdl.handle.net/20.500.12403/4003
dc.identifier.volume8en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherAthens Institute for Education and Researchen_US
dc.relation.ispartofAthens Journal of Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectAreaen_US
dc.subjectMathematics teachersen_US
dc.subjectPedagogical content knowledgeen_US
dc.subjectPerimeteren_US
dc.subjectProspective mathematics teachersen_US
dc.titleMathematics teachers’ pedagogical content knowledge involving the relationships between perimeter and areaen_US
dc.typeArticleen_US

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