UKM – Stavanger

Kommende læreres fagdidaktiske kunnskap

9. september 2010 kl. 13:04 | Publisert i PCK, Vitenskapelige artikler | Legg igjen en kommentar

Mine Isiksal og Erdinc Cakiroglu har skrevet en artikkel om lærerstudenters fagdidaktiske kunnskap (pedagogical content knowledge) knyttet til multiplikasjon av brøk. Artikkelens fulle tittel er The nature of prospective mathematics teachers’ pedagogical content knowledge: the case of multiplication of fractions, og den ble nylig publisert online i tidsskriftet Journal of Mathematics Teacher Education. Datamaterialet for studien ble samlet blant 17 lærerstudenter fra Ankara i Tyrkia. I studien ble det samlet data gjennom en undersøkelse knyttet til lærerstudentenes fagdidaktiske kunnskap om multiplikasjon av brøk samt påfølgende intervjuer av lærerstudentene.

I artikkelen viser Isiksal og Cakiroglu til forskningen til Ball & Co. (samt en del annen forskning knyttet til læreres kunnskap), og de ser ut til å definere sitt teoretiske ståsted ut fra en forståelse av fagdidaktisk kunnskap som er en slags kombinasjon av ulike forskeres definisjoner. I artikkelen skriver de blant annet: “Many researchers (e.g., An et al. 2004; Ball and Bass 2003; Howey and Grossman 1989) have added to Shulman’s definition. They emphasize that pedagogical content knowledge includes knowledge of common conceptions, misconceptions and difficulties held by students, knowledge of the possible sources of these (mis)conceptions and difficulties, and knowledge of strategies that could be used to overcome these misconceptions. In this study these components of prospective teachers’ pedagogical content knowledge are addressed” (s. 3).

Her følger en kopi av sammendraget fra artikkelen:

The purpose of this study was to investigate prospective mathematics teachers’ knowledge of common conceptions and misconceptions that sixth and seventh grade students had about multiplication of fractions. In addition, prospective teachers’ knowledge of the sources of these misconceptions and strategies they knew to overcome these misconceptions was examined. Data were collected from 17 Turkish prospective teachers at the end of the spring semester of the 2004–2005 academic year. A case study design was used in which data were collected through the Multiplication of Fractions Questionnaire and semi-structured interviews. The prospective teachers suggested many difficulties that elementary grade level students may have and stated that these difficulties stemmed from students’ lack of formal knowledge and rote memorization of the algorithms. In addition, the prospective teachers suggested many strategies that could be used to overcome these misconceptions or difficulties. These strategies could be grouped under three headings: strategies based on teaching methods, strategies based on formal knowledge of fractions, and strategies based on psychological constructs.