The Role of Mathematics Teacher Education Curriculum in Turkish Preservice Mathematics Teachers’ Content Knowledge for Teaching Mathematics

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Abstract

This study investigated the role of mathematics teacher education curriculum – specifically mathematics teaching methods course, elective courses preferences, and academic achievement on pure mathematics courses – in terms of pre-service teachers’ content knowledge for teaching mathematics (CKTM). The data were collected from 43 senior pre-service mathematics teachers (PSTs) at a large public university in Turkey by using the Survey of Elementary Teachers of Mathematics. The results showed a significant effect of the methods course on PSTs’ CKTM, and significant positive relationship between PSTs’ CKTM and their academic achievement on pure mathematics courses, but no significant mean difference in terms of PSTs’ elective course preferences. Thus, this study indicated that mathematics teacher education curriculum has an important role on PSTs’ CKTM.

Author

• Serife Sevinc, Middle East Technical University