Abstract
Bu calismanin amaci ortaokul matematik ogretmenlerinin ucgenler ve dortgenler konusuna iliskin pedagojik alan bilgilerini; konu alani ve ogrenci bilgisi baglaminda incelemektir. Arastirma nitel arastirma yontemlerinden ozel durum yontemiyle yurutulmustur. Orneklem, 0-5 yil, 6-10 yil ve 11yil ve uzeri mesleki deneyim gruplarindan esit sayida secilen toplam 12 ortaokul matematik ogretmeninden olusmaktadir. Veriler, ucgenler ve dortgenler konusundaki cesitli senaryo durumlarini iceren 9 acik uclu soru ve yari yapilandirmis mulakatlar ile elde edilmistir. Elde edilen veriler, icerik analizi yontemiyle analiz edilmistir. Bulgular, ortaokul matematik ogretmenlerinin ucgenler ve dortgenlere yonelik pedagojik alan bilgisinin konu alani bileseninde istenilen duzeyde olmadigini; ancak ogrenci bilgisi bileseninde, konu alani bilgisi bilesenine nispeten daha iyi duzeyde oldugunu gostermektedir. Ayrica ogretmenlerin cogunun ucgenler ve dortgenler konularina yonelik konu alani bilgilerinde ortaokul ogrencileri ile benzeyen kavram yanilgilarina sahip olduklari belirlenmistir.
Highlights
There are some studies in the literature that show that effective mathematics teaching depends on pedagogical content knowledge (PCK) rather than just content knowledge (Bolyard & Moyer-Packenham, 2008; Fawns & Nance, 1993)
Knowledge of students as one of the components of pedagogical content knowledge has been evaluated in categories of to identify the causes of the student's error, questions to be addressed to the student to understand the student's error, mathematical knowledge or prior knowledge that the student will use to give the correct answer
When the content knowledge of the secondary school mathematics teachers about triangles and rectangles are evaluated in general, it is seen that the content knowledge about triangles subject of 6-10 years professionally experienced teachers is better than the other professional experience groups
Summary
An effective teaching consists of the combination of many components such as teacher, student, physical conditions of the class and the program. 2013, the role of the teacher for an effective mathematics teaching is stated as guiding how to reach the information rather than transferring information to the students (Ministry of National Education [MoNE], 2013). There are some studies in the literature that show that effective mathematics teaching depends on PCK rather than just content knowledge (Bolyard & Moyer-Packenham, 2008; Fawns & Nance, 1993). These stated reasons make pedagogical content knowledge important, which includes content knowledge and pedagogical knowledge
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