Investigation of mathematics teachers’ subject-matter knowledge in terms of their approaches to errors in radical numbers

2014 ◽  
Vol 6 (1) ◽  
pp. 385-390
Author(s):  
Samad Shabanifar
Keyword(s):  
Mathematics Teachers ◽  
Subject Matter ◽  
Subject Matter Knowledge

scholarly journals TEACHERS’ KNOWLEDGE ABOUT INFORMAL LINE OF BEST FIT

2015 ◽  
Vol 14 (1) ◽  
pp. 8-35
Author(s):  
STEPHANIE A. CASEY ◽  
NICHOLAS H. WASSERMAN
Keyword(s):  
Education Research ◽  
Teacher Preparation ◽  
Mathematics Teachers ◽  
Subject Matter ◽  
Statistics Education ◽  
Subject Matter Knowledge ◽  
Current Status ◽  
Research Journal ◽  
Placement Accuracy ◽  
Best Fit

The purpose of this study was to investigate teachers’ subject matter knowledge relevant to the teaching of informal line of best fit. Task-based interviews were conducted with nineteen pre-service and in-service mathematics teachers. The results include descriptions and categorizations of teachers’ conceptions, criteria for placement, accuracy of placement, and interpretation of the informal line of best fit. Implications regarding teacher preparation for the teaching of this topic, including current status and recommendations for future preparation, are discussed. First published May 2015 at Statistics Education Research Journal Archives

scholarly journals Subject Matter Knowledge of Prospective Mathematics Teachers on Quadratic Functions Using Problem-Based Learning

2021 ◽  
Vol 54 (1) ◽  
pp. 141
Author(s):  
Tina Sri Sumartini
Keyword(s):  
Mathematics Teachers ◽  
Subject Matter ◽  
Mathematics Teacher ◽  
Problem Based Learning ◽  
Quadratic Function ◽  
Subject Matter Knowledge ◽  
Quadratic Functions ◽  
Moderate Increase ◽  
Study Program ◽  
Prospective Mathematics Teachers

Subject matter knowledge is important knowledge possessed by prospective mathematics teachers. In general, this study aims to examine the achievement of Subject Matter Knowledge (SMK) of mathematics teacher candidate students who study with the Problem Based Learning (PBL) model. This study used a mixed-method. The research design used was explanatory sequential design. The population consisted of undergraduate students of the Mathematics Education Study Program.  The sample used was 80 students of prospective mathematics teachers consisting of 40 students in the PBL class and 40 students in the CL-class. The results obtained were: the achievement of the vocational students of mathematics teacher candidates who studied with PBL was better than those of prospective mathematics teacher students who studied with conventional learning. In addition, from the five indicators, four indicators experienced a high increase and one indicator experienced a moderate increase, namely the indicator of the ability to connect the concept of a quadratic function in everyday life.

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