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dc.contributor.authorAydın, Utkun
dc.contributor.authorÖzgeldi, Meriç
dc.date.accessioned2019-02-16T23:48:41Z
dc.date.available2019-02-16T23:48:41Z
dc.date.issued2017-06-01
dc.identifier.citationAydin, U., & Ozgeldi, M. (June 1, 2017). The PISA Tasks: Unveiling prospective elementary mathematics teachers’ difficulties with contextual, conceptual, and procedural knowledge. Scandinavian Journal of Educational Research, 63(1), 105-123.en_US
dc.identifier.issn0031-3831
dc.identifier.issn(e) 1470-1170
dc.identifier.urihttps://doi.org/10.1080/00313831.2017.1324906
dc.identifier.urihttp://hdl.handle.net/20.500.11779/325
dc.description.abstractThe aim of this mixed methods study was to investigate the difficulties prospective elementary mathematics teachers have in solving the Programme for International Student Assessment (PISA) 2012 released items. A mathematics test consisting of 26 PISA items was administered, followed by interviews. Multiple data were utilized to provide rich insights into the types of mathematical knowledge that a particular item requires and prospective teachers’ difficulties in using these knowledge types. A sample of 52 prospective teachers worked the mathematics test, and 12 of them were interviewed afterwards. The data-sets were complementary: the quantitative data showed that PISA items could be categorized under contextual, conceptual, and procedural knowledge and indicated the most frequent difficulties in the combined contextual, conceptual, and procedural knowledge items. The qualitative data revealed that few prospective teachers could give mathematical explanations for conceptual knowledge items, and that their contextual knowledge was fragmented. Educational implications were discussed.en_US
dc.language.isoengen_US
dc.publisherTaylor & Francisen_US
dc.relation.isversionof10.1080/00313831.2017.1324906en_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectMathematical knowledgeen_US
dc.subjectPISA tasken_US
dc.subjectProspective elementary teachersen_US
dc.subjectMixed methods researchen_US
dc.titleThe PISA Tasks: Unveiling prospective elementary mathematics teachers’ difficulties with contextual, conceptual, and procedural knowledgeen_US
dc.typearticleen_US
dc.relation.journalScandinavian Journal of Educational Researchen_US
dc.contributor.departmentMEF Üniversitesi, Eğitim Fakültesi, İlköğretim Matematik Öğretmenliği Bölümüen_US
dc.contributor.authorIDYÖK Araştırmacı ID : 146153en_US
dc.identifier.volume63en_US
dc.identifier.issue1en_US
dc.identifier.startpage105en_US
dc.identifier.endpage123en_US
dc.relation.publicationcategoryUluslararası Yayınen_US


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