%0 Journal Article
%T EXAMINING PRE-SERVICE MATHEMATICS TEACHERS¡¯ PEDAGOGICAL CONTENT KNOWLEDGE OF NUMBER PATTERNS WITH REGARD TO TOPIC-SPECIFIC STRATEGIES
%A Sibel YE£¿£¿LDERE
%A Hatice AKKO£¿
%J Ondokuz May£¿s University Journal of Education
%D 2010
%I Ondokuz May?s University
%X The concept of ¡°patterns¡± is now a part of the curriculum for grade 1 through grade 8 as a result of the recent reform in the elementary mathematics curriculum in Turkey. Since it is a newly-introduced concept in the curriculum, pre-service teachers do not have learning experiences of ¡°patterns¡±. This brings the following question into consideration: Do pre-service teachers have adequate knowledge to teach ¡°number patterns¡±? This study investigates six pre-service elementary teachers¡¯ use of strategies to teach number patterns during micro-teaching lessons. Shulman¡¯s (1986) notion of ¡°pedagogical content knowledge¡± (PCK) and Magnusson et al.¡¯s (1999) notion of ¡°topic-specific strategies¡± component of PCK are used as the theoretical framework. The obtained data has indicated four categories of strategies: ¡®examining the relationship between consecutive numbers¡¯, ¡®preparing tables of values, ¡®constructing models¡¯, ¡®trial and error¡¯. It has also been found out that pre-service teachers have had difficulties in finding the rules of ¡°patterns¡± reported in the literature.
%K Number patterns
%K mathematics teacher education
%K pedagogical content knowledge
%U http://dergi.omu.edu.tr/index.php/EDUCATION/article/viewFile/1312/1204