Evolution of Mathematics Teachers' Pedagogical Knowledge when They are Teaching through Modeling

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dc.authoridCetinkaya, Bulent/0000-0002-6661-7957
dc.authoridErbas, Ayhan Kursat/0000-0003-2346-031X
dc.contributor.authorYenmez, Arzu Aydogan
dc.contributor.authorErbas, Ayhan Kursat
dc.contributor.authorAlacaci, Cengiz
dc.contributor.authorCakiroglu, Erdinc
dc.contributor.authorCetinkaya, Bulent
dc.date.accessioned2024-11-07T13:32:55Z
dc.date.available2024-11-07T13:32:55Z
dc.date.issued2017
dc.departmentNiğde Ömer Halisdemir Üniversitesi
dc.description.abstractUse of mathematical modeling in mathematics education has been receiving significant attention as a way to develop students. mathematical knowledge and skills. As effective use of modeling in classes depends on the competencies of teachers we need to know more about the nature of teachers. knowledge to use modeling in mathematics education and how this knowledge evolves. The aim of this study is to investigate how teachers. pedagogical knowledge to use modeling in the classroom is formed and modified through professional development activities based on lesson study cycle from modeling perspective. The professional development program reported in this study included five monthly cycles consisted of meeting before the implementation, implementation of the activity and a follow up meeting. The participants were four in-service mathematics teachers. Results showed that the program provided opportunities for teachers to test, revise, and refine their knowledge. More specifically, teachers generated effective strategies for proper implementation of the modeling activities in the classroom.
dc.description.sponsorshipScientific and Technological Research Council of Turkey (TUBITAK) [110K250]; Turkish Academy of Sciences through the Young Scientist Award Program [A.K.E./TUBA-GEBIP/2012-11]
dc.description.sponsorshipThis work was supported by the Scientific and Technological Research Council of Turkey (TUBITAK) under grant number 110K250. Ayhan Kursat ERBAS is supported by the Turkish Academy of Sciences through the Young Scientist Award Program (A.K.E./TUBA-GEBIP/2012-11). This work is based on the thesis of the first author entitled An Investigation of In-Service Secondary Mathematics Teachers. Evolving Knowledge through Professional Development Activities based on Modeling Perspective.
dc.identifier.doi10.18404/ijemst.296552
dc.identifier.endpage332
dc.identifier.issn2147-611X
dc.identifier.issue4
dc.identifier.startpage317
dc.identifier.urihttps://doi.org/10.18404/ijemst.296552
dc.identifier.urihttps://hdl.handle.net/11480/15662
dc.identifier.volume5
dc.identifier.wosWOS:000423973600005
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.language.isoen
dc.publisherNecmettin Erbakan Univ
dc.relation.ispartofInternational Journal of Education in Mathematics Science and Technology
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_20241106
dc.subjectProfessional development
dc.subjectTeacher education
dc.subjectMathematical modeling
dc.subjectMathematics education
dc.subjectPedagogical knowledge
dc.titleEvolution of Mathematics Teachers' Pedagogical Knowledge when They are Teaching through Modeling
dc.typeArticle

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