An investigation on perspectives and knowledge base of teaching staff related to effective mathematics teaching

The purpose of the present study is to examine the approaches and knowledge base related to effective mathematics teaching of teacher educators who are members of staff in mathematics education departments. In the study, firstly, the analysis frameworks related to effective teaching and effective mathematics teaching in the literature have been examined. As a result of these examinations, a general framework was established in which we can talk about effective mathematics teaching. In order to examine the approaches and knowledge base related to mathematics teacher educators (MTEs), research questions were raised and expert opinions were obtained. As of the academic year of 2015-2016, in total, we identified 522 academics working in state funded as well as private universities. As a result, 281 MTEs returned with their answers, and they are the participants in this study. Qualitative and quantitative methods have been used in the present study which was conducted in a mixed methods research design. Descriptive analysis for examining approaches to effective mathematics teaching and content analysis for examining what the knowledge base of MTEs about effective mathematics teaching are in the scope of the qualitative dimension of the study. In the quantitative dimension of the study, frequency, percentage, and chi-square analysis were used. According to research findings, MTEs conceptualize the effective mathematics teaching specifically in terms of planning and preparation, classroom practice, and product variables domains. When MTEs decide whether the mathematics teaching is effective, it is seen that they focus on planning and preparation, in-class practice, evaluation, and product variables. The research has reached the conclusion that MTEs focus on more measurable, observable actions while they conceptualize effective mathematics teaching and decide on the effectiveness of mathematics teaching. In addition, research findings indicate 16 main categories of knowledge based on MTEs' understanding of effective mathematics teaching. Given the number of MTEs who refer to this knowledge base, it is unlikely that there will be a ruling on which of these knowledge categories contributes more to effective teaching of mathematics. Keywords: Teacher Educators, Effective Mathematics Teaching, Knowledge Base