Abstract:

To reveal both their own knowledge and knowledge about the students about the cybersecurity of teachers candidates can be the first step to train teachers with conceptual knowledge. For this purpose, in this study, the subject field and pedagogical field information on the generalization of the examples of high school math teacher candidates has been studied. In the framework of the Qualification Research Design, 26 teachers candidates were asked for a constantly changing shape pattern problem and open end questions related to this problem. The data obtained was studied by content analysis using the model "Matematical Information for Teaching" developed by Ball, Thames and Phelps (2008). The findings show that all the teacher candidates could generally correctly generate the sample. Most of them have been found to use numerical mindfulness when they reach generalization. It has been found that the teacher candidates’ knowledge of the problem solving students is usually based on their own methods of solving. Teacher candidates’ predictions on the difficulties and conceptual errors that students may experience are quite limited. Therefore, the suggestions they have made to fix them are also insufficient. Based on the findings, recommendations were made to educate the teachers candidates.