Peer reviewed
Direct linkERIC Number: EJ1175356
Record Type: Journal
Publication Date: 2018
Pages: 9
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0045-0685
EISSN: N/A
The Nature of Middle School Mathematics Teachers' Pedagogical Content Knowledge: The Case of The Volume of Prisms
Tekin-Sitrava, Reyhan; Isiksal-Bostan, Mine
Australian Mathematics Teacher, v74 n1 p22-30 2018
This study investigated middle school teachers' knowledge of students' misconceptions and the sources of these misconceptions related to the volume of prisms. This case study investigated four middle school teachers who taught 8th grade students in Ankara (Turkey). Based on the analysis of the data, two misconceptions related to the volume of prisms were identified: the volume of a prism is composed of the total number of visible unit cubes, and the volume of a prism is the total area of its faces.
Descriptors: Middle School Teachers, Mathematics Teachers, Pedagogical Content Knowledge, Foreign Countries, Questionnaires, Semi Structured Interviews, Misconceptions, Case Studies, Mathematics Instruction, Grade 8, Geometry, Teacher Effectiveness, Elementary Schools, Grounded Theory, Middle School Students, Qualitative Research, Mathematical Formulas
Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 8; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey (Ankara)
Grant or Contract Numbers: N/A
