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AutorenAydogan Yenmez, Arzu; Erbas, Ayhan Kursat; Cakiroglu, Erdinc; Cetinkaya, Bulent; Alacaci, Cengiz
TitelMathematics Teachers' Knowledge and Skills about Questioning in the Context of Modeling Activities
QuelleIn: Teacher Development, 22 (2018) 4, S.497-518 (22 Seiten)
PDF als Volltext    Verfügbarkeit 
ZusatzinformationORCID (Aydogan Yenmez, Arzu)
ORCID (Erbas, Ayhan Kursat)
ORCID (Cakiroglu, Erdinc)
ORCID (Cetinkaya, Bulent)
ORCID (Alacaci, Cengiz)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1366-4530
DOI10.1080/13664530.2017.1338198
SchlagwörterMathematics Instruction; Mathematics Teachers; Foreign Countries; Faculty Development; Secondary School Mathematics; Secondary School Teachers; Mathematical Models; Mathematical Concepts; Grade 9; Grade 10; Program Implementation; Turkey
AbstractAsking effective questions has been considered to be one of the most important indicators of good teaching since questioning is an important instructional tool and the ability to ask effective questions requires sophisticated pedagogical reasoning. Teachers can facilitate students' higher-level thinking through effective questions. However, teachers' utilization of effective and higher-level questions is usually limited in traditional settings. The goal of this study is to investigate how secondary mathematics teachers' knowledge and skills of questioning change when they are engaged in professional development activities based on the modeling perspective. The program included five cycles each of which lasted a month. Each cycle consisted of meetings before and after the implementation of a model-eliciting activity and its implementation. The results showed that the professional development program had a positive effect on teachers' ability to ask qualitatively different questions in order to move students' thinking forward. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2018/4/11
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