Abstract
REFLECTIONS OF PROSPECTIVE SECONDARY MATHEMATICS TEACHERS’ SUBJECT MATTER KNOWLEDGE ON PEDAGOGICAL CONTENT KNOWLEDGE: THE CONTEXT OF CONICS
The aim of this study is to explore the reflections of prospective secondary mathematics teachers’ content knowledge on the pedagogical content knowledge. We have conducted this study with six secondary prospective mathematics teachers in an elective course named “Basic Concepts in Mathematics” in Turkey. In the semi-structured interviews, we asked them to explain how they would introduce conics in classroom. Content analysis was adopted while analyzing the data. The results suggest that all participants knew how to introduce the conception of conic to students. The knowledge of content and teaching of participants, who correctly defined conception and classification of conics, were richer. Prospective teachers have also mentioned the importance of students’ level and preparedness. Whereas, curriculum has been ignored by all participants except a participant, who could not correctly classify conception of conic, which may result from their lack of in-class experience.
Keywords
Pedagogical content knowledge, subject matter knowledge, mathematical knowledge for teaching, prospe
