Abstract
This paper is a part of a broader study which aims to investigate mathematics teacher candidates' mathematical knowledge for teaching (MKT) by using the Turkish translated versions of TEDS-M (Teacher Education and Development Study in Mathematics) Primary and Secondary Released Items. The sample of the study comprised freshman (first year) and senior (fourth and fifth year) students from primary and secondary mathematics teacher education programs. Firstly, this study aimed to examine differences in MKT of teacher candidates at the beginning and at the end of their undergraduate education. For both departments, senior students had statistically significant higher scores than freshman students. Secondly, this study also aimed to examine participating Turkish preservice mathematics teachers’ mathematical knowledge for teaching by using international results of TEDS-M Study. Participating senior preservice teachers’ correct response percentages were higher than international average in all domains except “data” in primary level, and “data”, “mathematical modelling” and “symmetry” in secondary level. The common content domains where primary and secondary preservice teachers’ percentages were lower than international average is “data”. In this paper, these areas will be examined within the context of Turkish education.
Highlights
This paper is a part of a broader study which aims to investigate mathematics teacher candidates' mathematical knowledge for teaching (MKT) by using the Turkish translated versions of TEDS-M (Teacher Education and Development Study in Mathematics) Primary and Secondary Released Items
The foundations of teachers' knowledge are laid in teacher education programs, and upon graduation, teachers start to teach with the knowledge they have attained in undergraduate years
Preservice mathematics teachers would have chances to improve both their subject matter knowledge (SMK) and pedagogical content knowledge (PCK). Both in primary mathematics education and secondary mathematics education departments, students take several theoretical and methodological courses which enable them to improve their knowledge of mathematics and knowledge of teaching mathematics
Summary
This paper is a part of a broader study which aims to investigate mathematics teacher candidates' mathematical knowledge for teaching (MKT) by using the Turkish translated versions of TEDS-M (Teacher Education and Development Study in Mathematics) Primary and Secondary Released Items. This study aimed to examine differences in MKT of teacher candidates at the beginning and at the end of their undergraduate education For both departments, senior students had statistically significant higher scores than freshman students. The common content domains where primary and secondary preservice teachers’ percentages were lower than international average is “data” In this paper, these areas will be examined within the context of Turkish education. Universities still educate teachers but since 1982, Council of Higher Education (CHE)
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