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The PISA tasks: unveiling prospective elementary mathematics teachers’ difficulties with contextual, conceptual, and procedural knowledge

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info:eu-repo/semantics/closedAccess

Date

2019

Author

Aydın, Utkun
Özgeldi, Meriç

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Citation

Aydin, 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.

Abstract

The 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.

Source

Scandinavian Journal of Educational Research

Volume

63

Issue

1

URI

https://doi.org/10.1080/00313831.2017.1324906
https://hdl.handle.net/20.500.11779/325

Collections

  • Araştırma Çıktıları, Scopus İndeksli Yayınlar Koleksiyonu [376]
  • Araştırma Çıktıları, WOS İndeksli Yayınlar Koleksiyonu [433]
  • EF, İMÖ, Makale Koleksiyonu [33]



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