İlköğretim Matematik Öğretmenliği Koleksiyonu

Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/1932

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Browsing İlköğretim Matematik Öğretmenliği Koleksiyonu by browse.metadata.publisher "HAL"

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    Characterizing a Highly-Accomplished Teacher’s Instructional Actions in Response To Students’ Mathematical Thinking
    (HAL, 2015) Taylan, Rukiye Didem
    This paper is part of a larger study which investigates how a highly-accomplished teacher and two beginning teachers notice student thinking and respond to stu- dents’ mathematical thinking as they teach concepts of multiplication and division in a third-grade classroom. The focus of this paper is on describing highly-accom- plished teacher’s instructional actions in response to student thinking which are different than that of the beginning teachers. The participant teachers’ instruc- tional actions were analysed utilizing a framework de- veloped by Cengiz, Kline and Grant (2011). The results revealed that the highly-accomplished teacher chal- lenged student thinking with counter arguments and introduced alternative representations more frequently, but complimented students less frequently than the be- ginning teachers.
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    Mathematical Opportunities: Noticing and Acting
    (HAL, 2015) Tunç-Pekkan, Zelha; Kılıç, Hülya
    The aim of this study was to investigate how three pre-service teachers (PSTs) listen to students, notice Mathematical Opportunities (MO) and scaffold ideas based on MOs. There were 12 videos of three PSTs’ interactions with a pair of 6th grade students respectively while studying fractions. We analysed videotapes and identified different number of MOs for each PST. The findings revealed that with the help of this research and teaching environment, all PSTs listen to the students to understand their mathematical thinking initially (meaning catching MOs) and try to follow-up on them in action in differing levels of sophistication. While most of the investigated MOs resulted in a mathematical solution, PSTs need to further develop appropriate scaffolding practices.