The Analysis of a Novice Primary Teacher’s Mathematical Knowledge in Teaching: Area Measurement
The purpose of this paper is to investigate a novice primary teacher’s mathematical knowledge in teaching on area measurement. Data was collected from a novice primary teacher of fourteen students in a primary school located in Ankara, Turkey using field notes, video recordings of lessons, and audio recordings of interviews before and after her teaching. Her teaching were analyzed according to dimensions of Knowledge Quartet (KQ) model which included Foundation, Transformation, Connection, and Contingency. Results revealed that the KQ model is an alternative and effective tool for the primary mathematics teaching. Specifically, the novice primary teacher’s mathematical knowledge in teaching for area measurement was found to be effective regarding the Foundation and Contingency dimensions. However, she lacked the ability to make connections and use appropriate representations and examples regarding the Connection and Transformation dimensions respectively. Implications and suggestions for the improvement of teachers’ mathematical knowledge in teaching are presented.
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