Using Digital Storytelling to Enhance The Pedagogical Content Knowledge of Prospective Secondary School Mathematics Teachers

Abstract

This research analyzed the effect of digital storytelling (DST) on the development of pedagological content knowledge (PCK) of prospective secondary school mathematics teachers on mistakes made by students in algebra. The research applied sub-domains of PCK, the knowledge of content and students (KCS) and the knowledge of content and teaching (KCT). In parallel to the objectives of the research, a mixed research design, Explanatory Sequential Design, was employed. Research  participants were 52 prospective teachers who were enrolled as students at the undergraduate school of education of a Turkish university. In DST practices, each prospective teacher developed a digital story on a mistake in algebra. Quantitative data were collected via a knowledge test composed of ten open-ended scenarios whereas qualitative data were acquired through a structured interview form. Quantitative data were analyzed with a non-parametric hypothesis test, Wilcoxon Signed-Rank Test, while qualitative data were examined with content analysis. At the end of the research, there was a statistically significant development in KCS and KCT levels of prospective teachers for algebra. Moreover, prospective teachers provided in general positive feedbacks on digital storytelling.