Pre-Service Primary School Teachers’ Pedagogical Content Knowledge In Fractions

The aim of this study was to determine pre-service primary school teachers’ pedagogical content knowledge level as to the operations with fractions based on the pedagogical content knowledge and its components presented by Shulman (1986). The participants were composed of nine senior pre-service primary school teachers in 2011-2012 fall academic year. In this study conducted by a qualitative approach data were collected through interviews and open-ended questions. It was explored that preservice teachers were not adequate with respect to the understanding students and teaching demonstrations and representations knowledge. Specially, a great amount of deficiencies in teaching demonstrations and using model were determined.