A metacognitive inquiry based learning environment designed for probability content knowledge of preservice mathematics teacher: A teaching experiment

This study has two following purposes: to investigate the effect of the metacognitive inquiry based learning environment on the development of content knowledge of preservice primary school teachers and to examine the views of preservice primary school teachers on the metacognitive inquiry based learning environment. To this end, a metacognitive inquiry based learning environment was created in order to teach probability concepts. This created learning environment was revised in line with the data obtained at the end of each practice. The development in elementary mathematics teachers' content knowledge was determined by enhancing their metacognitive inquiry abilities during the in-class practices lasting six weeks with two course hours each week. The metacognitive inquiry based learning environment was designed by teaching experiment model, a qualitative research design, in accordance with the goals of this study. The sample of the study consisted of 31 preservice mathematics teachers, enrolled in the third year class of the Department of Elementary Mathematics Education in a north-eastern province of Turkey in the 2019-2020 academic year. Semi-structured interview form, observations and student diaries were used in the data collection procedure. The data of this study were analysed by content analysis method. The conclusions of this study suggested that metacognitive inquiry based learning environments affected the probability content knowledge positively. In addition, preservice mathematics teachers stated positive views on the in-class practices designed based on metacognitive inquiry. Suggestions were made for further academic studies on this subject and education stakeholders in accordance with the conclusions obtained in this study.