Preliminary communication
https://doi.org/10.15516/cje.v23i2.3919
Investigation of Pre-Service Primary School Teachers’ Pedagogical Content Knowledge through Transition between Representations
Mehmet Koray Serin
orcid.org/0000-0003-4104-5902
; Department of Educational Sciences Faculty of Education Kastamonu University Aktekke Mahallesi, Fakülte Sokak, No: 1/C, 37200 Kastamonu, Turkey
Abstract
The purpose of the study was to examine the pre-service teachers’ transitions
between representations and to make inferences about their pedagogical content
knowledge. The participants in the study, which was designed as a case study,
were 92 senior pre-service teachers attending a state university in Turkey. For data
collection, two problems used for fourth-graders in the assessments held by TIMSS
in 2007 and 2011 were applied. The participants solved these problems according
to their own level and the level of fourth graders. Content analysis was conducted
on the collected data. Pre-service teachers dominantly used symbolic (algebraic)
representations in their solutions in line with their own level. On the other hand,
in their solutions at the level of fourth-graders, a decrease was observed in their
use of representations, particularly in the ticket problem in which they experienced
difficulties. The rate of using suitable representations in the cake problem was found
to be higher. Nearly 30 % of the pre-service teachers managed to solve both of the
problems by using representation(s) suitable for the level of primary fourth-graders,
as they had sufficient pedagogical content knowledge (PCK).
Keywords
multiple representations; pedagogical content knowledge; pre-service primary school teachers
Hrčak ID:
262080
URI
Publication date:
3.9.2021.
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