Secondary mathematics teacher candidates' pedagogical content knowledge and the challenges to measure it
Résumé
In this paper, the authors will discuss pedagogical content knowledge of secondary mathematics teacher candidates in Turkey. The discussion is based on comparisons between senior students from secondary mathematics education and mathematics departments in terms of their pedagogical content knowledge measured by Teacher Education and Development Study in Mathematics (TEDS-M) released items. In addition to comparison of two groups, there will be a discussion on the challenges to measure pedagogical content knowledge .
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