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ERIC Number: EJ1198252
Record Type: Journal
Publication Date: 2019
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0031-3831
The PISA Tasks: Unveiling Prospective Elementary Mathematics Teachers' Difficulties with Contextual, Conceptual, and Procedural Knowledge
Aydin, Utkun; Özgeldi, Meriç
Scandinavian Journal of Educational Research, v63 n1 p105-123 2019
The aim of this mixed methods study was to investigate the difficulties prospective elementary mathematics teachers have in solving the Programme for International Student Assessment (PISA) 2012 released items. A mathematics test consisting of 26 PISA items was administered, followed by interviews. Multiple data were utilized to provide rich insights into the types of mathematical knowledge that a particular item requires and prospective teachers' difficulties in using these knowledge types. A sample of 52 prospective teachers worked the mathematics test, and 12 of them were interviewed afterwards. The data-sets were complementary: the "quantitative" data showed that PISA items could be categorized under contextual, conceptual, and procedural knowledge and indicated the most frequent difficulties in the combined contextual, conceptual, and procedural knowledge items. The "qualitative" data revealed that few prospective teachers could give mathematical explanations for conceptual knowledge items, and that their contextual knowledge was fragmented. Educational implications were discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Identifiers - Assessments and Surveys: Program for International Student Assessment