Teachers’ Mathematical Knowledge for Teaching in Analyzing Place Value Tasks

• In Event: AERA Roundtable Session Wednesday 9:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Studies of Mathematics Content and Pedagogy (Table 7)

Abstract

We investigated the nature of 40 in-service teachers' mathematical knowledge for teaching when responding to tasks regarding place value and arithmetic operations. The teachers had 3-30+ years of teaching experience in Turkish primary and middle schools and were teaching 6-14-year-olds. We collected the data through up-to-one-hour semi-structured interviews. We gave teachers five scenarios of nonstandard student solutions about arithmetic operations and investigated the knowledge they drew on and how they did that as they interpreted the scenarios. Our initial findings suggest teachers operated at different levels, referring to different mathematical knowledge types, allowing them to respond to tasks qualitatively differently.

Authors

• Ismail Ozgur Zembat, University of Glasgow

• Seyit Ali Yasa, Necmettin Erbakan University