Pedagogical field information on teaching the concept of class teacher candidates fraction

The aim of this study is to reveal the pedagogical content knowledge of prospective classroom teachers on fractions. The pedagogical content knowledge framework is built on four components (subject content knowledge, curriculum knowledge, instructional presentation strategies knowledge, and student understanding knowledge). In this study, which was conducted to examine the pedagogical content knowledge of primary school teacher candidates on fractions, the case study, which is one of the qualitative research designs, was taken as basis. In the research, information about the information received from the school. It is important people in the class about how well they think the field courses they have taken at the university and what happens when they get used to the field courses given in their education. This increase consists of the candidates of these class students and the students who have detailed information about their field knowledge and teaching competencies on the classagogical segments. While determining the study group, criterion sampling from the purposive sampling group was used. In this context, eight senior teacher candidates studying at Sivas Cumhuriyet University, Faculty of Education, Department of Primary Education, Department of Primary Education were included in the study. Working group; During their undergraduate education on a voluntary basis, they took "Basic Mathematics I", "Basic Mathematics II" courses and "Mathematics Teaching I", "Mathematics Teaching II" courses and many education courses related to pedagogical knowledge (Classroom Management, Measurement and Evaluation, Teaching Principles and Methods etc.) were determined from among the teacher candidates who successfully completed it. The interview form consists of four parts and six questions covering subject knowledge, student comprehension knowledge, instructional presentation strategy knowledge and curriculum knowledge. The scenario questions prepared to reveal the knowledge of instructional strategies and the understanding of students also contain items that aim to reveal curriculum knowledge. Interview and document analysis were used as data collection tools in the study. The collected data were interpreted by making content analysis. According to the results of the research data, it was concluded that the primary school teacher candidates were not at the desired level in fractions and the pedagogical content knowledge component, in which they were weakest among the four components, was curriculum knowledge. In addition, in the subject area information; It has been revealed that there are deficiencies in the operations in fractions, the ordering of fractions and the meanings of fractions, that they cannot go beyond a few methods and techniques in the knowledge of teaching notation strategies, and that they have difficulty remembering the names of the methods and techniques they use. Contrary to the answers in the other pedagogical content knowledge components, the students gave more meaningful, acceptable and qualified answers on the subject of comprehension.