Comparison of Pre-service Elementary Teachers’ Mathematical Knowledge in Teaching for Length Measurement: Turkey and the United States
Sumeyra Dogan Coskun 1 * , Mine Isiksal Bostan 2
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1 Department of Elementary and Early Childhood Education, Eskisehir Osmangazi University, Eskisehir, TURKEY
2 Department of Mathematics and Science Education, Middle East Technical University, Ankara, TURKEY
* Corresponding Author

Abstract

This study investigates pre-service elementary teachers’ mathematical knowledge in teaching for length measurement. More specifically, this study compares the foundation and transformation knowledge of pre-service elementary teachers from Turkey and the United States. The current study examines similarities and differences between them by applying the codes of the Knowledge Quartet model with 40 pre-service teachers selected from Turkey and the United States. This study used a test assessing pre-service teachers’ mathematical knowledge in teaching about the students’ mistakes, difficulties, misconceptions, the reasons for them, and their strategies to overcome them related to the topic of length measurement. The findings indicated that while US pre-service teachers had more secure foundation knowledge in identifying the possible errors, Turkish pre-service teachers showed greater foundation knowledge in identifying the possible reasons for these errors. On the other hand, the pre-service teachers in both countries have similar transformation knowledge to suggest strategies to correct students’ errors. These findings might provide some insights about how pre-service teachers’ mathematical knowledge may be similar or different in different countries. Furthermore, these similarities and differences might help researchers and teacher educators emphasize the importance of the quality of teacher education programs.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/pr/11517

PEDAGOGICAL RES, 2022 - Volume 7 Issue 1, Article No: em0113

Publication date: 09 Jan 2022

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Article Downloads: 281

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