The PISA Tasks: Unveiling Prospective Elementary Mathematics Teachers' Difficulties with Contextual, Conceptual, and Procedural Knowledge

Autor/inn/en	Aydin, Utkun; Özgeldi, Meriç
Titel	The PISA Tasks: Unveiling Prospective Elementary Mathematics Teachers' Difficulties with Contextual, Conceptual, and Procedural Knowledge
Quelle	In: Scandinavian Journal of Educational Research, 63 (2019) 1, S.105-123 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aydin, Utkun) ORCID (Özgeldi, Meriç)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2017.1324906
Schlagwörter	Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Preservice Teachers; Elementary School Teachers; Mathematics Teachers; Knowledge Base for Teaching; Mathematics Tests; Problem Solving; Difficulty Level; Mathematics Skills; Turkey; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Teaching theory; Theory of teaching; Unterrichtstheorie; Problemlösen; Schwierigkeitsgrad; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Türkei
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01