Original scientific paper
https://doi.org/10.15516/cje.v26i4.5819
Enhancing Algebraic Teaching through Imaginary Dialogues: Exploring Pre-service Teachers’ Instructional Explanations
Tuğba Baran Kaya
; Kırıkkale University, Faculty of Education, Department of Mathematicsand Science Education
sedef celik-demirci
; Artvin Coruh University, Faculty of Education, Department of Mathematicsand Science Education
ümit kul
orcid.org/0000-0002-3651-4519
; Artvin Coruh University, Faculty of Education, Department of Mathematicsand Science Education
Abstract
Effective instructional explanations are crucial for students’ learning, and teachers’ pedagogical content knowledge plays a significant role in enhancing the quality of these explanations. This study aimed to investigate how prospective teachers construct their instructional explanations to address common algebraic misconceptions, employing imaginary dialogues as a methodological tool. The study involved 28 preservice teachers, whose instructional explanations were examined through semi-structured imaginary mathematical dialogues. Qualitative analysis revealed that while some pre-service teachers effectively connected student curiosity with content, may struggle to provide comprehensive explanations and adequately address students ‘misconceptions and learning difficulties. This paper highlights the importance of aligning instructional explanations with students’ everyday experiences and the need for pre-service teachers to strengthen their specialized content knowledge. It also suggests integrating microteaching practices, such as developing and applying imaginary dialogues, in algebra teaching course to enhance instructional skills and encourage self-reflection.
Keywords
algebraic teaching; pre-service teachers; instructional explanations; imaginary dialogues
Hrčak ID:
329792
URI
Publication date:
2.4.2025.
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