Teachers’ mathematics pedagogical content knowledge and quality of early mathematics instruction in Turkey

Artigo2023

Maide Orcan-Kacan ORCID; Neslihan Dedeoglu-Aktug ORCID; Muhammet M. Alpaslan ORCID

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Resumo

It is a well-known fact that societies today need to provide quality mathematics education to individuals from their early years in order to compete on a global scale. Although there is a growing interest in early mathematics, there are still some obstacles regarding quality mathematics instruction. Two of the most important obstacles are the mathematics pedagogical content knowledge (MPCK) and early mathematics teacher qualification of pre-school teachers. The purpose of this study was to evaluate the relationship between pre-school teachers’ classroom mathematics practices and their MPCK. The study included 55 pre-school teachers. Classroom Observation of Early Mathematics – Environment and Teaching (COEMET) was adapted into Turkish. The teachers’ MPCK was assessed using the Survey of Pedagogical Content Knowledge in Early Childhood Mathematics (SPECKECM). The results show that the teachers’ MPCK was at a medium level, being most successful regarding shapes and least in patterns. The COEMET scores were positively and statistically significantly correlated to the total score of the SPECKECM. Moreover, teachers’ pedagogical content knowledge (PCK) scores successfully predicted the total COEMET scores.

Dados da obra

Tipo: Artigo
Periódico: South African Journal of Education, v. 43, n. 4, p. 1-19
Editora: Education Association of South Africa
Ano: 2023 (2023-11)
Idioma: en
Palavras-chave: early mathematics; instructional quality; pedagogical content knowledge
DOI: 10.15700/saje.v43n4a2289
ISSN: 0256-0100, 2076-3433
Acesso: Acesso aberto
Fontes: DOAJ — Directory of Open Access Journals
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
ORCAN-KACAN, Maide; DEDEOGLU-AKTUG, Neslihan; ALPASLAN, Muhammet M.. Teachers’ mathematics pedagogical content knowledge and quality of early mathematics instruction in Turkey. South African Journal of Education, v. 43, n. 4, p. 1-19, 2023. DOI: https://doi.org/10.15700/saje.v43n4a2289.

APA

Orcan-Kacan, M., Dedeoglu-Aktug, N., & Alpaslan, M. M. (2023). Teachers’ mathematics pedagogical content knowledge and quality of early mathematics instruction in Turkey. South African Journal of Education, 43(4), 1-19. https://doi.org/10.15700/saje.v43n4a2289

BibTeX

@article{orcankacan2023,
  author = {Orcan-Kacan, Maide and Dedeoglu-Aktug, Neslihan and Alpaslan, Muhammet M.},
  title = {Teachers’ mathematics pedagogical content knowledge and quality of early mathematics instruction in Turkey},
  year = {2023},
  journal = {South African Journal of Education},
  volume = {43},
  number = {4},
  pages = {1-19},
  publisher = {Education Association of South Africa},
  doi = {10.15700/saje.v43n4a2289},
  language = {en}
}

RIS

TY  - JOUR
AU  - Orcan-Kacan, Maide
AU  - Dedeoglu-Aktug, Neslihan
AU  - Alpaslan, Muhammet M.
TI  - Teachers’ mathematics pedagogical content knowledge and quality of early mathematics instruction in Turkey
PY  - 2023
JO  - South African Journal of Education
VL  - 43
IS  - 4
SP  - 1
EP  - 19
DO  - 10.15700/saje.v43n4a2289
LA  - en
ER  -

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