Research Information System
Thesis Type: Doctorate
Institution Of The Thesis: Gazi University, Turkey
Approval Date: 2016
Thesis Language: Turkish
Student: Gözdegül Arık Karamık
Supervisor: MİNE AKTAŞ
Abstract:The purpose of this research is to determine the pedagogical design capacity (PDC) of the primary school math teachers in the Transformation Geometry sub-learning field and the factors affecting their PDC. It is believed that determining their PDC which explains how they perceive and interpret the curriculum materials within the sub-learning field of 7th Grade Transformation Geometry and the factors affecting their PDC will contribute the teaching process of Mathematics at the predictive level. Minimizing the difference between the designed and applied curriculums is of great significance in order to reach the predetermined objectives. The research data was collected through the multiple case study design, which is one of the qualitative research designs. In this research, criterion sampling', which is one of the purposive sampling methods, was employed. The research data was collected from 12 math teachers working in various primary schools in Ankara based on their years of experience under the Ministry of Education. These teachers were also separated into groups, and each group consists of 1 male and 2 female teachers. Video records, observation sheets, and interviews were utilized during the data collection process. Each teacher covered the sub-learning field of transformation geometry within different time periods, but all these lessons were video-recorded by the researcher. Moreover, all the teachers were interviewed. The collected data were analyzed through the methods of qualitative and content analysis. According to the research findings, it can be said that the teachers have different levels of PDC, and their current PDC levels are a result of adaptation and manipulative imposition. It was also found that the factors affecting the PDC of the teachers are related to their reliance on the curriculum, students, their colleagues, mathematics, subject (transformation geometry), curriculum materials, examination, ongoing system, and themselves. Some suggestions and implications are presented within this study for future research studies and math teachers.