Examination of pedagogical content knowledge development of mathematics teacher candidates in 4MAT model content

In this study it was aimed to investigate the development of pedagogical content knowledge (content knowledge, knowledge of student understanding and knowledge of instructional strategies) and PCK self-efficacy of mathematics teacher candidates in linear equation and slope subjects. The mixed research design was used in the research and the results obtained from the quantitative data were supported with qualitative data collected during the process and at the end of the process. The research was conducted within the context of Special Teaching Methods I and II. The study group consisted of 30 mathematics teacher candidates, 16 of which were in the experimental group and 14 of them were in the control group. As a data collection tool, pedagogical content knowledge test, lesson plans, observations, pedagogical content knowledge self-efficacy test and semi-structured interviews based on self-efficacy test were used. The data were analyzed according to the data analysis framework for the pedagogical content knowledge test and the lesson plan rubric developed by the researcher. The development of teacher candidates in each of the PCK components was presented by using statistical tests (e.g. Wilcoxon signed rank test, t-test for dependent samples) and descriptive analysis. Before applications, PCK pre-test was applied to the teacher candidates in both groups. Within the scope of Special Teaching Methods I, teacher candidates in the experimental group were trained on 4MAT model. Then, the teacher candidates were asked to prepare lesson plans based on this model, and thus, they gained competence in 4MAT model. In the context of Special Teaching Methods II, the teacher candidates were asked to prepare a lesson plan for the 4MAT model for linear equation and slope subjects. After the courses, discussions and self/peer evaluations were made and they were asked to arrange the lesson plans by taking these discussions and evaluations into consideration. In the control group, teacher candidates developed lesson plans and did their teaching without being tied to any model. After completion of the applications, PCK post-test was applied to both groups. In addition, changes in PAB self-efficacy status of teacher candidates in the experimental group were examined. As a result of the study, it was seen that the PCK development of the teacher candidates in the experimental group differed significantly from the control group. In the experimental group, it was found that the teacher candidates had a significant improvement in the content knowledge, knowledge of student understanding and knowledge of instructional strategies components. In addition, it was determined that teacher candidates had positive changes in the self-efficacy levels of each component. The results of the study are thought to be important for the studies aimed to developing pedagogical content knowledge of Key Words: Pedagogical content knowledge, algebra, teacher candidates, 4MAT model