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This study investigates pre-service secondary mathematics teachers’ mathematical knowledge for teaching (MKT) specifically for the function concept. Using a case study design with three fifth-year participants, data were collected through observed teaching sessions and lesson plan analysis. Descriptive and content analysis show limited function-concept teaching knowledge and difficulty linking knowledge to instruction, with experience related to teaching effectiveness, time and classroom management, and student communication.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/examination-of-pre-service-mathematics-teachers-knowledge-of-teaching-function-concept-1-function-concept-teaching-knowledge-study/588102/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/examination-of-pre-service-mathematics-teachers-knowledge-of-teaching-function-concept-1-function-concept-teaching-knowledge-study/588102.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about pre-service mathematics teachers?","Question",{"text":112,"@type":113},"It examines pre-service secondary mathematics teachers’ mathematical knowledge for teaching (MKT) in relation to the function concept.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the participants and data collected?",{"text":117,"@type":113},"Three fifth-year pre-service mathematics teachers participated. Data came from observing and recording their teaching of the function concept and from analyzing their lesson plans.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings regarding function-concept teaching knowledge?",{"text":121,"@type":113},"The results show limited knowledge for teaching the function concept, especially difficulties reflecting function-concept knowledge in actual instruction.",{"name":123,"@type":110,"acceptedAnswer":124},"What factor was reported to relate to teaching of the function concept?",{"text":125,"@type":113},"Experience was found to be directly related to teaching the function concept, including aspects like time and classroom management and communication with students.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},588102,1792210519,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","EXAMINATION OF PRE-SERVICE MATHEMATICS TEACHERS’ KNOWLEDGE OF TEACHING  \nFUNCTION CONCEPT 1  \nBerna Tataroğlu Taşdan, Melike Yiğit Koyunkaya  \nAbstract: Teaching of mathematics could be improved with teachers who have a strong mathematical knowledge and have an ability to reflect this knowledge on their teaching. Therefore, it is important to develop mathematics teachers’ theoretical and pedagogical knowledge. This study was designed to examine pre-service secondary mathematics teachers’ (PSMT) mathematical knowledge for teaching (MKT) in terms of function concept. In order to examine PSMT’s MKT regarding function concept, case study design was used in the study. Three PSMTs’, who were at the fifth year in the program, were selected as the participants. The data was collected by observing and recording PSMTs’ teaching of function concept as well as by examining their lesson plan of the concept. Descriptive and content analysis were used to analyze the collected data. The results revealed that PSMTs’ had limited knowledge regarding teaching of function concept. Particularly, they had difficulties to reflect their knowledge of function concept on their teaching. The results also showed that experience is directly related to teaching of function concept, time and classroom management and communication with students. Therefore, it is important to improve both in-service and pre-service teachers ’ MKT by considering the effect of experience and abilities in teaching.  \nKey words: teaching function concept, mathematical knowledge for teaching (MKT), pre-service mathematics teachers’ education  \n1. Introduction  \nExisting standards has focused on the importance of teachers in mathematics teaching (e.g. National Council of Teachers of Mathematics [NCTM], 2000), and effective mathematics teaching is possible with mathematics teachers who have a strong mathematical knowledge and have an ability to reflect this knowledge to their teaching. Ball and Bass (2002) indicated that improving students learning of mathematics depends on developing their teachers’ knowledge. Many researchers have interested in the knowledge types that teachers must have for years. For instance, Shulman (1986) was eager to learn,“How do teachers decide what to teach, how to represent it, how to question students about it, and how to deal with problem of misunderstanding?”(p. 8) . Therefore, Shulman and his colleagues constructed a theoretical framework called as pedagogical content knowledge (PCK) . By taking Shulman’s work as a base and an example, many researchers defined new theoretical frameworks such as Technological Pedagogical Content Knowledge (TPACK) (Mishra and Koehler, 2006) and Mathematics Knowledge for Teaching (MKT) (Ball, Thames, & Phelps, 2008) . Different from other studies, Ball, Thames, and Phelp (2008) focused on the teachers’ knowledge which is specific to mathematics education, and constructed MKT framework which is widely used in this area.  \n1 This study was presented as an oral presentation at Türk Bilgisayar ve Matematik Eğitimi Sempozyumu-3, 17- 19 May 2017, Afyon, Turkey.  \nParticularly, Ball and her colleagues (Ball, Hill, & Bass, 2005; Ball, Thames, & Phelps, 2008; Hill, Rowan, & Ball, 2005; Thames & Ball, 2010) eloborated Shulman’s notions of subject matter content knowledge (SMCK) and PCK, and defined and developed the MKT framework.  \nHill, Rowan and Ball (2005) defined MKT as “the mathematical knowledge used to carry out the work of teaching mathematics”(p. 373) . They stated that the ‘work of teaching’ includes explaining terms and concepts to students, interpreting students’ statements and solutions, judging and correcting textbook treatments of particular topics, using representations accurately in the classroom, and providing students with examples of mathematical concepts, algorithms, and proofs. Then, Ball et al.(2008) focused on ‘the work of teaching’, and they noticed that MKT and teaching skills were different types of kno","cbCail9x8AN1EJza","https://ap.wps.com/l/cbCail9x8AN1EJza","pdf",608274,18,"English","# Introduction\n## Teachers’ knowledge frameworks: NCTM, Shulman, PCK, TPACK, and MKT\n## MKT and the specific work of teaching mathematics\n# Theoretical Framework\n## Function concept as a unifying idea in modern mathematics\n## Learning difficulties and the role of teaching","[{\"question\":\"What does the study examine about pre-service mathematics teachers?\",\"answer\":\"It examines pre-service secondary mathematics teachers’ mathematical knowledge for teaching (MKT) in relation to the function concept.\"},{\"question\":\"How were the participants and data collected?\",\"answer\":\"Three fifth-year pre-service mathematics teachers participated. Data came from observing and recording their teaching of the function concept and from analyzing their lesson plans.\"},{\"question\":\"What were the main findings regarding function-concept teaching knowledge?\",\"answer\":\"The results show limited knowledge for teaching the function concept, especially difficulties reflecting function-concept knowledge in actual instruction.\"},{\"question\":\"What factor was reported to relate to teaching of the function concept?\",\"answer\":\"Experience was found to be directly related to teaching the function concept, including aspects like time and classroom management and communication with students.\"}]","EXAMINATION OF PRE-SERVICE MATHEMATICS TEACHERS’ KNOWLEDGE OF TEACHING FUNCTION CONCEPT 1 - Function Concept Teaching Knowledge Study | PDF",1792064535,45]