THE CONTENT KNOWLEDGE OF TURKISH AND SLOVAK PRE-SERVICE ELEMENTARY TEACHERS: THE CASE OF THE SQUARE
AbstractThis study compares the content knowledge of Slovak and Turkish pre-service teachers regarding the classification of the square. The study participants were final year students of training departments for elementary teachers. These pre-service teachers had completed all obligatory geometry courses in their program. For data collection, six questions leading to 10 items for analysis were used in this study. The total correct responses for each item were calculated as percentages for the Slovak and Turkish groups each and a chi-square test of independence was performed to see how well pre-service teachers understood the square in terms of quadrilateral relationships and whether groups of pre-service teachers from different countries displayed significantly different scores. According to the results, the responses of the Turkish and Slovak pre-service teachers were statistically different on each item. Slovak pre-service teachers displayed a significantly higher score on items relating to the class inclusion of a square with a rectangle, a parallelogram, and a quadrilateral. Turkish pre-service teachers presented a significantly higher score for items questioning the class inclusion of a square with a rhombus and a polygon.
Duatepe-Paksu, A., Rybanský, L. & Žilková, K. (2017). The Content Knowledge about Rhombus of Turkish and Slovak Pre-Service Elementary Teachers. Proceedings of SEMT’17, 158- 168
Duatepe-Paksu, A., Pakmak, G. S., & İymen, E. (2012). Pre-service Elementary Teachers’ Identification of Necessary and Sufficient Conditions for a Rhombus. Procedia Social and Behavioral Sciences, 46, 3249–3253.
Günhan, B. C. (2014). An Investigation of Pre-Service Elementary School Teachers' Knowledge Concerning Quadrilaterals. Çukurova University. Faculty of Education Journal, 43(2), 137-154.
Fujita, T., & Jones, K. (2006) Primary trainee teachers’ understanding of basic geometrical figures in Scotland. Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education, 3, 14-21.
Pickreign, J. (2007). Rectangles and Rhombi: How Well Do Pre-service Teachers Know Them? IUMPST The Journal, 1, 1-7
Rianasari, V. F., Hongki, J. & Niluh, S. (2016). Primary teachers’ understanding of the inclusion relations of quadrilaterals. Proceeding 2nd International Conference on Education and Training. 263- 265.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
Türnüklü, E., Gündogdu Alayli, F. & Akkas, E. N. (2013). Investigation of Prospective Primary Mathematics Teachers' Perceptions and Images for Quadrilaterals. Educational Sciences: Theory and Practice, 13(2), 1225-1232.
Van Hiele, P.M. (1986). Structure and insight. New York, NY: Academic Press.
Žilková, K., Gunčaga, J. & Kopáčová, J. (2015). (Mis)Conceptions about geometric shapes in pre-service primary teachers. Acta Didactica Napocensia, 8(1), 27-35.
Žilková, K. (2013). Theory and Practice of Geometric Manipulations in Primary Education. Prague, Czech Republic: Powerprint.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (Creative Commons Attribution License 3.0 - CC BY 3.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
email@example.com, www.iseic.cz, ojs.journals.cz