Matematik Öğretmenliği Alan Bilgisi Testi Sorularının Özel Alan Yeterlikleri ve Math Taksonomiye Göre Analizi

Abstract

This study examined the views of mathematics teachers about the Pedagogical Knowledge Test which has been applied since 2013 and whether the questions used answer the expectations of Math Taxonomy and special pedagogical proficiency. In this qualitative research, case study and document analysis were used. The participants were identified by purposeful sampling and interviewed in the form of data collection tool conducted by 4 male, 4 female and 8 teachers graduated from the Faculty of Education, Mathematics and Science of different universities assigned to the Ministry of National Education. All interviews were recorded with voice recorder. Each section of the transcript was reviewed line by line using the analysis approach. According to these results, many mathematics teachers pointed out negative thoughts about Pedagogical Mathematics Teaching Knowledge Test. Teachers believe that the exam is necessary, but they think there is insufficient and unnecessary content. In addition, teachers made some suggestions for Pedagogical Knowledge Test. The Pedagogical Knowledge Test in Mathematical Instruction was examined in terms of mathematical taxonomy and special pedagogical competence and document analysis which is one of the qualitative research methods. At one stage of the study, the exam questions were examined separately by five teachers considering individual taxonomy and special pedagogical competence. However, in the second stage, the two experts came together and worked on the analysis by discussing the accumulation of consistency. The findings of this study are important in determining the deficiency of the new system. The findings that popped out with this research have importance in identifying the deficiency of the new system.