MATEMATİK ÖĞRETMENLERİNİN DENK KESİRLER KONUSUNUN ÖĞRETİMİNE İLİŞKİN ÜSTBİLİŞSEL BİLGİLERİNİN KAVRAMSALLAŞTIRILMASI

Abstract

This study aimed to examine the metacognitive knowledge structures required for mathematics teaching. The metacognitive knowledge that mathematics teachers use while teaching the subject of equivalent fractions has been defined. Constructivist grounded theory design, one of the qualitative research methods, was used in the study. Experienced middle school mathematics teachers participated in the study through theoretical sampling, and data were collected through one-on-one interviews with teachers, lesson observations and field notes. In accordance with the constructivist grounded theory, the data obtained during the data analysis process was subjected to initial coding, focus coding and theoretical coding. In line with the findings obtained from the data, 9 conceptual categories were created regarding the two sub-problems of the research. 5 of these theoretical codes are metacognitive knowledge about the domain, students, objectives, curriculum, and teacher identity, which constitute the findings regarding the first sub-problem of the study, that is, mathematics teachers' awareness of what they know about teaching equivalent fractions. The other 4 theoretical codes are metacognitive knowledge about content transformation, sequencing, making connections, and assessment and evaluation, which constitute the findings regarding the second sub-problem of the research, that is, how mathematics teachers perform their tasks related to teaching equivalent fractions, and their awareness of instructional decisions and actions. It was observed that the metacognitive knowledge defined in the study was related to each other and to the knowledge dimensions defined in the teacher knowledge models.