Acta Didactica Napocensia
Volume 10 Number 3, pages 1-18
Published: 5 November 2017
Berna Tataroğlu
Taşdan, Melike Yiğit Koyunkaya
Abstract: Teaching of mathematics
could be improved with teachers who have a strong mathematical knowledge and
have an ability to reflect this knowledge on their teaching. Therefore, it is
important to develop mathematics teachers’ theoretical and pedagogical
knowledge. This study was designed to examine pre-service secondary mathematics
teachers’ (PSMT) mathematical knowledge for teaching (MKT) in terms of function
concept. In order to examine PSMT’s MKT regarding function concept, case study
design was used in the study. Three PSMTs’, who were at the fifth year in the
program, were selected as the participants. The data was collected by observing
and recording PSMTs’ teaching of function concept as well as by examining their
lesson plan of the concept. Descriptive and content analysis were used to
analyze the collected data. The results revealed that PSMTs’ had limited knowledge
regarding teaching of function concept. Particularly, they had difficulties to
reflect their knowledge of function concept on their teaching. The results also
showed that experience is directly related to teaching of function concept,
time and classroom management and communication with students. Therefore, it is
important to improve both in-service and pre-service teachers’ MKT by
considering the effect of experience and abilities in teaching.
Key words: teaching function concept, mathematical knowledge
for teaching (MKT), pre-service mathematics teachers’ education