An Investigation of Mathematics Teachers' Specialized Content Knowledge Related to Basic Concepts about Sets

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dc.authoridYAZICI, Nurullah/0000-0002-5594-8347
dc.contributor.authorYazici, Nurullah
dc.contributor.authorAlbayrak, Mustafa
dc.date.accessioned2024-10-04T18:48:12Z
dc.date.available2024-10-04T18:48:12Z
dc.date.issued2022
dc.departmentBayburt Üniversitesien_US
dc.description.abstractThis research was carried out in order to examine the specialized content knowledge of mathematics teachers related to teaching basic concepts about sets within the MKT Model. In this study, a holistic single-case study design is used in qualitative research methods. The study group consists of 18 mathematics teachers at different educational background and professional experience in teaching sets selected through the sampling of criterion, which is working in different high schools in one province in the Mediterranean region in the academic year 2016-2017. Research data were obtained using semi-structured interview, observation and document analysis techniques. In the analysis of obtained data, descriptive analysis, content analysis, continuous comparison techniques and special data analysis methods were used together with each data collection tool. The findings of the research show that teachers gave correct answers to the questions asked about the basic concepts of Why? in the sets. However, it is clear that the teachers cannot write sufficient reason why the asked questions are Why?. As a result of the research, it has been determined that the teachers have superficial knowledge about the concepts of Set, Universal Set, Infinite Set and Equal Set. However, it was determined that teachers made explanations with a general mathematical knowledge based on the characteristics of the concept rather than providing persuasive mathematical explanations to the questions asked.en_US
dc.identifier.doi10.15390/EB.2022.9256
dc.identifier.endpage441en_US
dc.identifier.issn1300-1337
dc.identifier.issue209en_US
dc.identifier.scopus2-s2.0-85125739974en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage413en_US
dc.identifier.trdizinid1129358en_US
dc.identifier.urihttps://doi.org/10.15390/EB.2022.9256
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1129358
dc.identifier.urihttp://hdl.handle.net/20.500.12403/2963
dc.identifier.volume47en_US
dc.identifier.wosWOS:000754775500007en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.publisherTurkish Education Assocen_US
dc.relation.ispartofEgitim ve Bilim-Education and Scienceen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectMathematics teacheren_US
dc.subjectBasic concepts in setsen_US
dc.subjectSpecialized content knowledgeen_US
dc.titleAn Investigation of Mathematics Teachers' Specialized Content Knowledge Related to Basic Concepts about Setsen_US
dc.typeArticleen_US

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