Author(s): Tangül KABAEL⢠Ayla ATA BARAN
The purpose of this study was to investigate mathematical discourse, mathematical discourse analysis, mathematical and pedagogical knowledge of middle school mathematics teachers and relationship between these. The study was designed as phenomenological study. In the process of data collection, teaching scenarios about learning objectives chosen by the participants were developed by the researchers. Afterwards clinical interviews were conducted with the participants. The participants of this study were six middle school mathematics teachers. Data related to participants’ mathematical discourse analysis was analyzed qualitatively by using focal analysis technique and data collected from clinical interviews was analyzed by content analysis. According to the findings, it was seen that the participants who performed well when analyzing mathematical discourse also have effective mathematical discourse and robust knowledge of mathematics and pedagogy. Besides the participants who performed poorly also have insufficient mathematical discourse and weak knowledge of mathematics and pedagogy.
The Journal of International Social Research received 7760 citations as per Google Scholar report
