An investigation of prospective mathematics teachers’ knowledge of basic algorithms with whole numbers: A case of Turkey

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dc.contributor.authorSitrava R.T.
dc.date.accessioned2020-06-25T15:17:57Z
dc.date.available2020-06-25T15:17:57Z
dc.date.issued2018
dc.departmentKırıkkale Üniversitesi
dc.description.abstractThe aim of this qualitative case study is to investigate prospective mathematics teachers’ subject matter knowledge of the underlying concepts of standard and nonstandard algorithms used to solve the problems with whole numbers. Twenty three prospective mathematics teachers enrolled in the Elementary Mathematics Education Program of one of the most successful universities in Turkey were the participants of the study. The data was collected through four tasks containing basic algorit hms. More specifically, the Ones Task assessed participants’ understanding of the underlying place value concepts of standard algorithms. The Andrew Task and the Doubling Task required participants to conceptualize and interpret nonstandard strategies. In the Div ision Task, participants were expected to provide in-depth explanation for the difference between multiplication and division and between partitive division and measurement division. The content analysis method was used to analyze the data. The results of the study revealed that more than half of the prospective mathematics teachers had knowledge about the place value of 1 in addition and subtraction, and also multiplication. However, most of the prospective teachers could not explain the underlying principl e and the meaning of the nonstandard algorithm in subtraction. Similar to their knowledge on subtraction, prospective teachers’ knowledge on division was limited. © 2018 Eurasian Society of Educational Research. All rights reserved.en_US
dc.identifier.doi10.12973/eu-jer.7.3.513
dc.identifier.endpage528en_US
dc.identifier.issn21658714
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-85060814768
dc.identifier.scopusqualityQ2
dc.identifier.startpage513en_US
dc.identifier.urihttps://doi.org/10.12973/eu-jer.7.3.513
dc.identifier.urihttps://hdl.handle.net/20.500.12587/2576
dc.identifier.volume7en_US
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherEurasian Society of Educational Researchen_US
dc.relation.ispartofEuropean Journal of Educational Research
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectBasic algorithmsen_US
dc.subjectContent knowledgeen_US
dc.subjectProspective mathematics teacheren_US
dc.subjectWhole numbersen_US
dc.titleAn investigation of prospective mathematics teachers’ knowledge of basic algorithms with whole numbers: A case of Turkeyen_US
dc.typeArticle

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