An Investigation of Mathematics Teachers' Specialized Content Knowledge Related to Basic Concepts about Sets

Abstract

This research was carried out in order to examine the specialized content knowledge of mathematics teachers related to teaching basic concepts about sets within the MKT Model. In this study, a holistic single-case study design is used in qualitative research methods. The study group consists of 18 mathematics teachers at different educational background and professional experience in teaching sets selected through the sampling of criterion, which is working in different high schools in one province in the Mediterranean region in the academic year 2016-2017. Research data were obtained using semi-structured interview, observation and document analysis techniques. In the analysis of obtained data, descriptive analysis, content analysis, continuous comparison techniques and special data analysis methods were used together with each data collection tool. The findings of the research show that teachers gave correct answers to the questions asked about the basic concepts of "Why?" in the sets. However, it is clear that the teachers cannot write sufficient reason why the asked questions are "Why?". As a result of the research, it has been determined that the teachers have superficial knowledge about the concepts of "Set, Universal Set, Infinite Set" and "Equal Set". However, it was determined that teachers made explanations with a general mathematical knowledge based on the characteristics of the concept rather than providing persuasive mathematical explanations to the questions asked.