Pre-service mathematics teachers’ conceptual knowledge of binary operation
| dc.authorid | 0000-0001-6839-6847 | en_US |
| dc.authorid | 0000-0002-3651-4519 | en_US |
| dc.contributor.author | Aksu, Zeki | |
| dc.contributor.author | Konyalıoğlu, Alper Cihan | |
| dc.contributor.author | Kul, Ümit | |
| dc.date.accessioned | 2021-03-22T08:49:33Z | |
| dc.date.available | 2021-03-22T08:49:33Z | |
| dc.date.issued | 2018 | |
| dc.department | AÇÜ, Eğitim Fakültesi | en_US |
| dc.description.abstract | Both mathematical knowledge and mathematical knowledge for teaching of teachers or pre-service teachers have been discussed in a substantial body of literature by the researchers (Ball, D. L., Thames, M. H., and Phelps, G. 2008; Fauskanger, J., 2015; Rittle-Johnson, B. and Alibali, M. W., 1999; Siegler, R. S. and Lortie-Forgues, H., 2015). In a study on teacher knowledge Kinach (2002) shows that there is a discrepancy between the objectives of teacher education programs and the knowledge and beliefs of pre-service teachers. Kinach (2002) stated: | |
| dc.identifier.citation | Aksu, Z., & Kul, Ü. (2018). Pre-Service Mathematics Teachers’ Conceptual Knowledge of Binary Operation. Khazar Journal of Humanities and Social Sciences,21(4), 55-70. | en_US |
| dc.identifier.doi | 10.5782/2223-2621.2018.21.4.55 | |
| dc.identifier.endpage | 70 | en_US |
| dc.identifier.issue | 4 | en_US |
| dc.identifier.startpage | 55 | en_US |
| dc.identifier.uri | https://hdl.handle.net/11494/2776 | |
| dc.identifier.volume | 21 | en_US |
| dc.identifier.wosquality | N/A | |
| dc.indekslendigikaynak | Web of Science | |
| dc.institutionauthor | Kul, Ümit | |
| dc.language.iso | en | en_US |
| dc.publisher | Khazar University | en_US |
| dc.relation.ispartof | Khazar Journal of Humanities and Social Sciences | |
| dc.relation.publicationcategory | Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı | en_US |
| dc.rights | info:eu-repo/semantics/openAccess | en_US |
| dc.subject | [No Keywords Available] | en_US |
| dc.title | Pre-service mathematics teachers’ conceptual knowledge of binary operation | en_US |
| dc.type | Article |
