Özet:

The aim of this study is to investigate the elementary mathematics teachers' pedagogical content knowledge structures concerning division concept. This study is carried on with 3 mathematics teachers. Data about pedagogical content knowledge of the teachers is collected in two phases. Interviews formed of 3 questions about teaching scenario based division concept were directed to the teachers in the first phase and then observations are done in classrooms with the help of semi-structured observation forms in the latter phase. As a result of this study, it is observed that mathematics teachers cannot relate applications of division concept in different contexts, and predominantly emphasize rules and procedures in their mathematics understandings and approach to teaching.

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