Mathematical quality of geometry teaching practices: A case study

In this study, it is aimed to investigate the mathematical quality of teaching practices in geometry lessons of primary school mathematics teachers who have high level of mathematical knowledge for teaching. A test that blends mathematical subject matter knowledge and pedagogical content knowledge Mathematical Knowledge for Teaching Geometry (MKT-G) measures has been adapted to Turkish culture. The participants of the research consist of three teachers who approved the observation of their lessons were determined by contacting the first five teachers with the highest score among the 253 teachers who were applied the MKT-G test. Data collection tools of the research are such; (i) Mathematical Knowledge for Teaching Geometry test (MKT-G), (ii) unstructured observation (camera recordings), (iii) post-observation interview form and (iv) lesson plans prepared for the lessons that were observed. MKT-G test results obtained within the scope of the research were analyzed with BILOG MG 3.0 tool according to the Item Response Theory. Descriptive analysis technique was used for the analysis of the obtained observation data, for this purpose, the Mathematical Quality (MQI) rubric was chosen, and then the mathematical qualifications of observed the courses were determined. The interview data and lesson plans were subjected to content analysis and used to support the findings reached through the evaluation of the teaching process. The results suggest that high level of Mathematical Knowledge for Teaching supports use of explanation, mathematical sense-making and mathematical language in geometry teaching. However, such a teacher knowledge gives a weak aid to pratices within the category working with students and mathematics. In addition, it has been found that high level of mathematical knowledge for teaching could prevent teacher-induced mathematical errors in teaching practices. Furthermore, it was discussed that how teacher-centered teaching may cause the weaknesses in those practices. In addition to these, the results of the study showed that the teacher-centered teaching process may lead to poor mathematical quality of teaching practices.