مرکز منطقه ای اطلاع رساني علوم و فناوري - Inferences on the Pedagogical Content Knowledge in the Context of Problem Solving in the Process of Classroom Teacher Training

Abstract :

Problem solving is one of the main topic whose importance has been increased in mathematics education recently. Problem solving has become an important tool in learning mathematics beyond being seen as an enhanceable skill. The role of the teacher in this teaching process is important for the development of student problem-solving skills and the effective learning. Prospective primary teachers pedagogical content knowledge in the context of problem solving in theory and practice is examined in this research. The research was conducted with 17 fourth year prospective classroom teachers. It is a case study, and observations of prospective primary teachers towards school teachers, observations of researchers towards prospective teachers lectures and semi- structured interviews were used as data collection tools. All findings are discussed in the context of the competencies of the teacher training programs and presented under the themes including the Polya’s problem solving steps. Any current pedagogical content knowledge in the context of problem solving was observed on 29 % of prospective teachers. Moreover, that there was a serious difference between the theoretical knowledge and their teaching practice of the remaining prospective teachers on problem solving. Based on the opinions of the prospective primary teachers, it can be said that this problem is caused by the weak connection between the practical and theoretical courses in teacher training programmes.