Contributed Paper C164In session C2A (Monday 9th, 14:00-15:30, Level 3E - Room A)
An Investıgatıon of Mıddle School Mathematıcs Teachers' Knowledge For Teachıng Measures of Central Tendency
AuthorsRamazan Gürel (Mehmet Akif Ersoy University, Turkey)
İ. Elif Yetkin-Özdemir (Hacettepe University, Turkey)
PresenterRamazan Gürel (Turkey)
This study aims to investigate middle school mathematics teachers’ context-based knowledge for teaching measures of central tendency (content knowledge, knowledge of students and knowledge of teaching). Data were collected from two teacher, through video-taped classroom observations, documents, and individual interviews, in which teachers were asked to explain and evaluate several teaching scenarios. Results showed that teachers mainly describe and use these measures as procedures and algorithms. They were more aware of student difficulties regarding the computational aspects of the concepts compared to their meaning. Also, teachers’ lack of content knowledge constraint them to make in-depth analysis of student mistakes and misconceptions. Furthermore, they failed to use contextual tasks, emphasize the representative power of these measures for a distribution, and make connections with measures of variation.