Investigation of Pre-Service Teachers' Pedagogical Content Knowledge Related to Division by Zero

Autor/in	Karakus, Fatih
Titel	Investigation of Pre-Service Teachers' Pedagogical Content Knowledge Related to Division by Zero
Quelle	In: International Journal for Mathematics Teaching and Learning, 19 (2018) 1, S.90-112 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1473-0111
Schlagwörter	Preservice Teachers; Pedagogical Content Knowledge; Arithmetic; Mathematics Instruction; Mathematical Concepts; Foreign Countries; Teacher Education Programs; Elementary School Mathematics; Turkey + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematics lessons; Mathematikunterricht; Ausland; Elementare Mathematik; Schulmathematik; Türkei
Abstract	Although the topic of division by zero has been widely discussed in the literature, this subject is still confusing for students, pre-service teachers and teachers. Because of this, teachers at various grade levels may encounter difficulties in conveying the concept to their students. Therefore, in order to provide students with a strong conceptual understanding of division by zero, it is important to examine the ways that teachers and pre-service teachers structure their instructional explanations about division by zero. The aim of this study was to explore the instructional explanations given by pre-service teachers concerning division by zero, as well as the effects of teacher training programs on these explanations. The study consisted of a cross-sectional design and was carried out with 197 pre-service teachers of elementary mathematics. To determine the pre-service teachers' instructional explanations given at different grade levels, a written questionnaire was used. Analysis of the results revealed that although most of the pre-service teachers gave correct answers related to division by zero, few of them provided conceptual-based explanations. Rather, those who gave correct explanations mainly responded with rule-based statements. (As Provided).
Anmerkungen	Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.org.uk/ijmtl/index.php/IJMTL/about
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01