Abstract:
This study aimed to investigate mathematics teacher candidates' mathematical knowledge for teaching (MKT) by using Mathematics Knowledge Instrument for Preservice Primary and Secondary Mathematics Teachers which were Turkish translated versions of TEDS-M Primary and Secondary Released Items. The sample of the study was comprised of three groups of teacher candidates from two universities in Istanbul: primary mathematics education, secondary mathematics education and mathematics departments. The data gathered from both freshman and senior students. Firstly, this study aimed to examine di erences in MKT of teacher candidates at the beginning and at the end of the undergraduate education. For all three departments separately, senior students had statistically signi cant higher scores than freshman students. The second purpose of the study was to discover the di erences between secondary mathematics education and mathematics departments in teacher candidates' MKT acquired while studying in these departments. While there was no signi cant di erence between freshman secondary mathematics education and freshman mathematics students, senior secondary mathematics education students had statistically signi cant higher MKT scores than senior mathematics students. Lastly, this study was also aimed to conduct international comparisons. In primary level, for 32 of 34 items, the correct response percentages of senior students from primary mathematics education were higher than international average. In secondary level, for 28 of 31 items, senior students from secondary mathematics education or mathematics departments were above the international average. The common content area of items that both primary and secondary mathematics teacher candidates were below the international average was \data".
