Examining the pedagogical field knowledge of classroom teachers on mental computation

The emphasis on understanding the workings of the number system, including the relationships between numbers and operations, is today recognized as the basis for developing mental computation skills. The proficiency of teachers has a great importance in order to provide students with mental computing skills. In the thesis study, it is aimed to examine the pedagogical content knowledge of the classroom teachers on the subject of mental computation by using the theoretical framework of the Mathematical Knowledge Model for Teaching and to determine the problems experienced in mental computation teaching and solution suggestions from the eyes of the teachers. For this reason, case study pattern, one of the qualitative research methods, has been used in the research. The participants of the research are ten classroom teachers working in public schools with different duties and education levels. Structured and semi-structured interview forms have been used to collect research data. The research have been carried out by conducting individual interviews online within the scope of the Covid 19 pandemic process measures. The interviews have been analyzed using descriptive and content analysis, one of the qualitative data analysis techniques, which were recorded with the consent of the participants. According to the findings obtained at the end of the research, it has been determined that there are deficiencies in the pedagogical content knowledge of the classroom teachers in the teaching of mental computation. It has been observed that in mental computation teaching, teachers mostly stated that they experience problems arising from the students, such as insufficient readiness level of the students, not having enough interest and motivation for learning. When the solution suggestions of the teachers have been examined, it has been seen that they mostly made suggestions in terms of students and curriculum.