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ERIC Number: EJ1080355
Record Type: Journal
Publication Date: 2016-Jan
Pages: 22
Abstractor: As Provided
ISSN: EISSN-1305-8223
Prospective Secondary Mathematics Teachers' Perspectives and Mathematical Knowledge for Teaching
Karagöz-Akar, Gülseren
EURASIA Journal of Mathematics, Science & Technology Education, v12 n1 p3-24 Jan 2016
This study investigated the relationship between prospective secondary mathematics teachers' perspectives and their mathematical knowledge for teaching in action. Data from two prospective teachers' practice-teachings, one in geometry and one in algebra, their lesson plans and self-reflections were analyzed with Teacher Perspectives and Knowledge Quartet frameworks. Results showed that prospective teachers who thought of mathematics and mathematics learning as dependent on the knower, corresponding with a progressive incorporation perspective, had demonstrated all the codes in Knowledge Quartet Framework. These results suggest that, once prospective teachers are given opportunities to develop a progressive incorporation perspective on mathematics, mathematics learning, and mathematics teaching during methods and practice teaching courses, this might contribute to the developments in their mathematical knowledge for teaching in action, independent of the particular concept they teach. Suggestions for developing a progressive incorporation perspective during methods and practice teaching courses are given.
EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A