Lesson Design Integration of the Middle School Mathematics Teachers into Teaching

The purpose of this study is to examine the process of integrating lesson design into the teaching of secondary school mathematics teachers with different professional experiences in the context of the Knowledge Quartet (DBM). In the study the case study design, a qualitative research methods, has been used. The participants of the research are two middle school mathematics teachers working in the schools affiliated to the Turkish Ministry of Education and have professional experiences of 2 and 18 years. In order to examine the content knowledge and content knowledge for teaching of the participants and the process of integrating this knowledge into their teaching, two hours of the lesson were observed and recorded and semi-structured interviews with the teachers were carried out before the observation. In the analysis and interpretation of the data, thematic analysis has been used and the themes have been determined based on the units and codes of the DBM. As a result of the analysis of the data, it has been determined that both teachers is not have sufficient content knowledge about the subject and that the experienced teacher is more successful in the content knowledge for teaching, especially in the questioning. It has been also determined that the experienced teacher can making connection between concepts better during the lesson and the other teacher performs the operation-oriented teaching. In addition, when compared with the less experienced teacher, it has been seen that the experienced teacher considered the contingency that he might encounter during lesson in his lesson plans and revised these plans when necessary.