The study of different knowledge level preservice secondary school math teachers' Pedogogic content knowledge observed their lesson plans

Kahan and his friends developed and explained a framework to guide research on the relationship between mathematics teachers? knowledge of content and their teaching. The framework has two dimensions which are called the elements of teaching and the processes of teaching in which knowledge of content is of consequence. In the literature, the interplay between the elements of teaching and the processes of teaching has been discussing in recent years.One of teaching processes is preparing and planning lessons. The purpose of this research is to find out what is the situation of preservice secondary school mathematics teachers about their pedagogical content knowledge in the process of lesson planning. For this purpose we theoretically chose six preservice secondary school mathematics teacher who have different level of mathematical content knowledge. Datas were collected by the lesson plans that are prepared for implementing in the participants' classes and by interviews.The status of the preservice mathematic teachers about the content knowledge were presented by the transcripts of the department lessons related to secondary school math/geometry curriculum and by four scales that were developed by researchers. These scales were approved by experts. Also the status of the pedagogic content knowledge of the preservice mathematic teachers were determined by using the ten of lesson plans which each teacher has designed in the ?teaching application lesson? and using interview logs. The rubrics which were detailed by the researchers in the light of the current established literature were employed in order to examine the lesson plans further. Judging these properties of the study, it won't be faulty to say that this study is a qualitative one and it is designed as a case study.Considering the lesson plans and interviews of participants, we have the following important conclusions;a ) Almost all preservice mathematics teachers are good at ?sharing the lesson goals and objectives with students? and ?selection of tasks and representations?. The weakest side of these preservice mathematics teachers is ?planning the time in lessons? and ?discourse?.b ) The preservice mathematics teachers who have better content knowledge in the fields of geometry and algebra are better in extending of mathematics compering with the other participants.c )The preservice mathematics teachers with the best mathematical content knowledge are the ones at pedagogical content knowedge.d )The preservice mathematics teachers with better mathematical content knowledge are weaker at pedagogical content knowledge.