Uncovering the Relation between CK and PCK: An Investigation of Preservice Elementary Mathematics Teachers’ Algebra Teaching Knowledge

Mustafa Güler,Derya Çelik

doi:10.17583/redimat.2018.2575

Abstract

This article discuss the algebra teaching knowledge of preservice elementary mathematics teachers in the context of CK and PCK as well as the relationship between them. The study was conducted with 101 preservice teachers sampled from a state university in Turkey. Rasch analysis was used to interpret the data. The results revealed that preservice teachers performed at mid-level for both CK and PCK tests. It was also found that there was significant correlation between the CK and PCK test scores. Weaknesses of the preservice teachers in terms of knowledge of the learner component of PCK, in comparison with presentation of content, were identified.

Highlights

This article discuss the algebra teaching knowledge of preservice elementary mathematics teachers in the context of CK and PCK as well as the relationship between them
Algebra Content Knowledge (ACK) and Algebra Pedagogical Content Knowledge (APCK) tests developed by researchers were used as data collection tools
Item-person and person-item maps were assembled based on the linear scores extracted from the data obtained from the algebra content knowledge (ACK) and analyses

Summary

Introduction

This article discuss the algebra teaching knowledge of preservice elementary mathematics teachers in the context of CK and PCK as well as the relationship between them. Descubriendo la Relación entre CK y PCK: Un Estudio sobre el Conocimiento de la Enseñanza del Álgebra para Futuros Maestros/as (Recibido: 20 Febrero 2017; Aceptado: 18 Abril 2018;Publicado: 24 Junio 2018). Este estudio discute el conocimiento de la enseñanza del álgebra de maestros de matemáticas elementales en el contexto de CK y PCK, así como la relación entre ellos. As the primary implementers of teaching programs, play a leading role in the success of a curriculum, even if the curriculum has been perfectly prepared. In this regard, teachers’ decisions and applications are fundamentally based on the knowledge they possess. The formerly widely-held notion that “the one who knows teaches” is no longer fully supported, with the types of professional knowledge that a teacher should possess being redefined (An, Kulm & Wu, 2004; Baki, 2012a; Ball, Thames & Phelps, 2008; Grossman, 1990; Shulman, 1986)

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