The purpose of this study is to analyse the content knowledge on graphs of pre-service elementary mathematics teachers from an anthropological perspective. 112 pre-service elementary mathematics teachers participated in the study. Concentric mixed pattern research method has been used in the study. The data was collected through Graphic Content Knowledge Scale and interview method in order to examine the content knowledge of primary school math teacher candidates related to graphics anthropologically. This scale which was developed within the frame of determined institutional recognitions includes graphic concept and its usage conditions, graphic types and different display forms, making proper transformations between graphics related to a given context, graphic reading, graphic interpreting and graphic drawing skills. In addition, for the purpose of having a more detailed review of the individual recognitions of the 10 participants, a semi-structured interview scale has been developed and used during the interviews. Data acquired have been analysed by using ecologic and praxiologic approach suggested within the framework of Anthropological Theory of the Didactic. The knowledge scale and interview data have been subjected to content analysis and descriptive analysis to interpret the individual recognitions of the pre-service teachers within the scope of institutional recognitions. As a result, it has been observed that the individual recognitions of pre-service teachers related to column, circle and line graphs conform to the institutional recognitions, however in institutional recognitions the techniques specified for column graphs are being used for histogram, hence they have difficulties in comprehending the differences between histogram and column graph. It has also been concluded that they were not aware of a theory based on graph knowledge.
Key words: Anthropological theory of the didactic, ecological approach, graphic knowledge, mathematical content knowledge, praxiological approach, preservice teachers.
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