International Electronic Journal of Mathematics Education

Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

• Baki, A. (2018). Matematiği öğretme bilgisi [Mathematics teaching knowledge]. Pegem. https://doi.org/10.14527/9786052410318
• Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special. Journal of Teacher Education, 59(5), 389-407. https://doi.org/10.1177/0022487108324554
• Blömeke, S., Olsen, R., & Suhl, U. (2016). Relation of student achievement to the quality of their teachers and instructional quality. In T. Nilson & J. Gustafsson (Eds.), Teacher quality, instructional quality and student outcomes. IEA Research for Education (Vol. 2, pp. 21–50). Springer. https://doi.org/10.1007/978-3-319-41252-8_2
• Blömeke, S., Suhl, U., & Kaiser, G. (2011). Teacher education effectiveness: Quality and equity of future primary teachers’ mathematics and mathematics pedagogical content knowledge. Journal of Teacher Education, 62(2), 154-171. https://doi.org/10.1177/0022487110386798
• Bütüner, S. Ö., & Güler, M. (2017). Facing the reality: A study on TIMSS mathematics achievement of Turkey. Bayburt Eğitim Fakültesi Dergisi, 12(23), 161-184.
• Çelik, D., & Güler, M. (2018). Examination of pre-service elementary school mathematics teachers’ knowledge for algebra teaching. International Online Journal of Educational Sciences, 10(1), 129-149. https://doi.org/10.15345/iojes.2018.01.011
• Çelik, D., Birgin, O., Gürbüz, R., Güneş, G., Taşkın, D., Açıkyıldız, G. … Özmen, Z. M. (2016). İlköğretim matematik öğretmeni adaylarının matematik öğretme bilgi ve inançlarının ulusal ve uluslararası düzeyde karşılaştırılması [A comparative investigation of the knowledge and beliefs of preservice elementary mathematics teachers] (TÜBİTAK project with project bumber 113K805). TÜBİTAK.
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed). Erlbaum.
• Council of Higher Education [CHE] (2007). Öğretmen yetiştirme ve eğitim fakülteleri 1982 – 2007 (Öğretmenin üniversitede yetiştirilmesinin değerlendirilmesi) (Teacher education and education faculties 1982 - 2007 (Evaluation of teacher education at university). https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/ogretmen-yetistirme-ve-egitim-fakulteleri.pdf
• Council of Higher Education [CHE] (2018). Öğretmen yetiştirme lisans programları (Teacher training undergraduate programs). https://www.yok.gov.tr/kurumsal/idari-birimler/egitim-ogretim-dairesi/yeni-ogretmen-yetistirme-lisans-programlari
• European Commission (2015). 2015 Avrupa yükseköğretim alanı: Bologna süreci uygulama raporu [2015 European higher education area: Bologna process implementation report]. Publications Office of the European Union.
• Even, R. (1993). Subject-matter knowledge and pedagogical content knowledge: Prospective secondary teachers and the function concept. Journal for Research in Mathematics Education, 24(2), 94-116. https://doi.org/10.2307/749215
• Ferrini-Mundy, J., Floden, R., McCrory, R., Burrill, G., & Sandow, D. (2005). A conceptual framework for knowledge for teaching school algebra.
• Fuller, R. A. (1996, October). Elementary teachers’ pedagogical content knowledge of mathematics. Paper presented at the Mid-Western Educational Research Association Conference. Chicago, IL.
• George, D., & Mallery, P. (2016). IBM SPSS statistics 23 step by step: A simple guide and reference (14th ed.). Routledge. https://doi.org/10.4324/9781315545899
• Gillen, C. M. (2006). Criticism and interpretation: teaching the persuasive aspects of research articles. CBE—Life Sciences Education, 5(1), 34-38. https://doi.org/10.1187/cbe.05-08-0101
• Grossman, P. & Richert, A. (1988). Unacknowledged knowledge growth: a re-examination of the effects of the teacher education. Teaching and Teacher Education, 4(1), 53-62. https://doi.org/10.1016/0742-051X(88)90024-8
• Güler, M. (2014). investigating pre-service teachers’ knowledge for teaching mathematics: The sample of algebra (Unpublished Master’s Thesis). Karadeniz Technical University, Turkey.
• Güler, M., & Çelik, D. (2018). Uncovering the relation between CK and PCK: An investigation of preservice elementary mathematics teachers’ algebra teaching knowledge. Journal of Research in Mathematics Education, 7(2), 162-194. https://doi.org/10.4471/redimat.2018.2575
• Güler, M., & Çelik, D. (2019). How well prepared are the teachers of tomorrow? An examination of prospective mathematics teachers’ pedagogical content knowledge. International Journal of Mathematical Education in Science and Technology, 50(1), 82-99. http://doi.org/10.1080/0020739x.2018.1472821
• Güler, M., Çekmez, E., & Çelik, D. (2020). Breaking with tradition: An investigation of an alternative instructional sequence designed to improve prospective teachers’ noticing skills. Teaching and Teacher Education, 92, 103073. https://doi.org/10.1016/j.tate.2020.103073
• Hattie, J. (2009). Visible Learning—A synthesis of over 800 meta-analyses relating to achievement. Routledge.
• Hiebert, J. (2013). Conceptual and procedural knowledge: The case of mathematics. Routledge. https://doi.org/10.4324/9780203063538
• Hill, H. C., Schilling, S. G., & Ball, D.L. (2004) Developing measures of teachers’ mathematics knowledge for teaching. Elementary School Journal, 105(1), 11-30. https://doi.org/10.1086/428763
• König, J., Blömeke, S., Paine, L., Schmidt, W. H., & Hsieh, F. J. (2011). General pedagogical knowledge of future middle school teachers: On the complex ecology of teacher education in the United States, Germany, and Taiwan. Journal of Teacher Education, 62(2), 188-201. https://doi.org/10.1177/0022487110388664
• Kozeracki, C. A., Carey, M. F., Colicelli, J., & Levis-Fitzgerald, M. (2006). An intensive primary-literature–based teaching program directly benefits undergraduate science majors and facilitates their transition to doctoral programs. CBE—Life Sciences Education, 5(4), 340-347. https://doi.org/10.1187/cbe.06-02-0144
• Krauss, S., Brunner, M., Kunter, M., Baumert, J., Blum, W., Neubrand, M., & Jordan, A. (2008). Pedagogical content knowledge and content knowledge of secondary mathematics teachers. Journal of Educational Psychology, 100(3), 716-725. https://doi.org/10.1037/0022-0663.100.3.716
• Kula-Ünver, S. (2020). How do pre-service mathematics teachers respond to students’ unexpected questions related to the second derivative?. Journal of Pedagogical Research, 4(3), 359-374. https://doi.org/10.33902/JPR.2020465074
• Leong, K. E., Meng, C. C., Rahim, A., & Syrene, S. (2015). Understanding Malaysian pre-service teachers mathematical content knowledge and pedagogical content knowledge. Eurasia Journal of Mathematics, Science & Technology Education, 11(2), 363-370. https://doi.org/10.12973/eurasia.2015.1346a
• Manizade, A. G., & Mason, M. M. (2011). Using Delphi methodology to design assessments of teachers’ pedagogical content knowledge. Educational Studies in Mathematics, 76(2), 183-207. https://doi.org/10.1007/s10649-010-9276-z
• McCrory, R., Floden, R., Ferrini-Mundy, J., Reckase, M. D., & Senk, S. L. (2012). Knowledge of algebra for teaching: A framework of knowledge and practices. Journal for Research in Mathematics Education, 43(5), 584-615. https://doi.org/10.5951/jresematheduc.43.5.0584
• National Council of Teachers of Mathematics [NCTM] (2000). Professional standards for teaching mathematics.
• ÖSYM (2020). Student selection and placement system. https://www.osym.gov.tr/TR,757/arsiv.html
• Park, S., Jang, J. Y., Chen, Y. C., & Jung, J. (2011). Is pedagogical content knowledge (PCK) necessary for reformed science teaching? Evidence from an empirical study. Research in Science Education, 41(2), 245-260. https://doi.org/10.1007/s11165-009-9163-8
• Petrou, M. & Goulding, M. (2011). Conceptualizing teachers’ mathematical knowledge in teaching. In Rowland T. and Ruthven K. (Eds.), Mathematical knowledge in teaching (pp. 9-25). Springer. https://doi.org/10.1007/978-90-481-9766-8_2
• Sağlam-Kaya, Y. (2019). Investigation of mathematics teachers’ usage frequency of learner generated examples in the classroom and its reasons. Education and Science, 44(199), 21-47. http://doi.org/10.15390/eb.2019.7877
• Şahin, Ö., Gökkurt, B., & Soylu, Y. (2016). Examining prospective mathematics teachers’ pedagogical content knowledge on fractions in terms of students’ mistakes. International Journal of Mathematical Education in Science and Technology, 47(4), 531-551. https://doi.org/10.1080/0020739X.2015.1092178
• Shaughnessy, J. J., Zechmeister, E. B., & Zeichmeister, J. (2009). Research methods in psychology (8th Ed.). Palatino.
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
• Shulman, L. S. (1987). Knowledge and teaching: foundations of the new reform, Harvard Educational Review, 57(1), 1-22. https://doi.org/10.17763/haer.57.1.j463w79r56455411
• Sintema, E. J., & Marbán, J. M. (2020). Pre-service secondary teachers’ mathematical pedagogical content knowledge self-concept related to their content knowledge of functions and students. International Electronic Journal of Mathematics Education, 15(3), em0598. https://doi.org/10.29333/iejme/8327
• Tanışlı, D., Türkmen, H., Turgut, M., & Köse, N. (2020). How a teacher professional development program influences students’ algebra performance? Reflections from a web-based platform. Journal of Pedagogical Research, 4(3), 327-343. https://doi.org/10.33902/JPR.2020464571
• Tatto, A., Teresa, M., Schwille, J., Senk, S., Lawrence, C., Peck, R., & Rowley, G. (2012). Policy, practice, and readiness to teach primary and secondary mathematics in 17 countries: Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M) (pp. 1-297). International Association for the Evaluation of Educational Achievement (IEA).
• Tatto, M. T., Schwille, J., Senk, S., Ingvarson, L., Peck, R., & Rowley, G. (2008). Teacher Education and Development Study in Mathematics (TEDS-M): Conceptual framework. Teacher Education and Development International Study Center, College of Education, Michigan State University.
• Taylan, R. D., & da Ponte, J. P. (2016). Investigating pedagogical content knowledge-in-action. REDIMAT, 5(3), 212-234. https://doi.org/10.4471/redimat.2016.2227
• Usiskin, Z. (1988). Conceptions of school algebra and uses of variable. In A. F. Coxford & A. P. Shulte (Eds.), The ideas of algebra, K-12 (1988 Yearbook of the National Council of Teachers of Mathematics, pp. 8-19). NCTM.
• Witzel, B. S., Mercer, C. D., & Miller, M. D. (2003). Teaching algebra to students with learning difficulties: An investigation of an explicit instruction model. Learning Disabilities Research & Practice, 18(2), 121-131. https://doi.org/10.1111/1540-5826.00068
• Zhang, Y. (2015). Pedagogical content knowledge in early mathematics: what teachers know and how it associates with teaching and learning (Doctoral dissertation). Loyola University.

APA

Guler, M., & Celik, D. (2021). The Effect of an Elective Algebra Teaching Course on Prospective Mathematics Teachers’ Pedagogical Content Knowledge. International Electronic Journal of Mathematics Education, 16(2), em0636. https://doi.org/10.29333/iejme/10902

Vancouver

Guler M, Celik D. The Effect of an Elective Algebra Teaching Course on Prospective Mathematics Teachers’ Pedagogical Content Knowledge. INT ELECT J MATH ED. 2021;16(2):em0636. https://doi.org/10.29333/iejme/10902

AMA

Guler M, Celik D. The Effect of an Elective Algebra Teaching Course on Prospective Mathematics Teachers’ Pedagogical Content Knowledge. INT ELECT J MATH ED. 2021;16(2), em0636. https://doi.org/10.29333/iejme/10902

Chicago

Guler, Mustafa, and Derya Celik. "The Effect of an Elective Algebra Teaching Course on Prospective Mathematics Teachers’ Pedagogical Content Knowledge". International Electronic Journal of Mathematics Education 2021 16 no. 2 (2021): em0636. https://doi.org/10.29333/iejme/10902

Harvard

Guler, M., and Celik, D. (2021). The Effect of an Elective Algebra Teaching Course on Prospective Mathematics Teachers’ Pedagogical Content Knowledge. International Electronic Journal of Mathematics Education, 16(2), em0636. https://doi.org/10.29333/iejme/10902

MLA

Guler, Mustafa et al. "The Effect of an Elective Algebra Teaching Course on Prospective Mathematics Teachers’ Pedagogical Content Knowledge". International Electronic Journal of Mathematics Education, vol. 16, no. 2, 2021, em0636. https://doi.org/10.29333/iejme/10902