A Mathematics Teacher Educator's Feedback Affecting Teachers' Design of Hypothetical Learning Trajectories for Teaching Patterns

Autor/inn/en	Turgut, Melih; Tanisli, Dilek; Köse, Nilüfer
Titel	A Mathematics Teacher Educator's Feedback Affecting Teachers' Design of Hypothetical Learning Trajectories for Teaching Patterns
Quelle	In: International Journal for Mathematics Teaching and Learning, 22 (2021) 2, S.33-54 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Turgut, Melih) ORCID (Tanisli, Dilek) ORCID (Köse, Nilüfer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1473-0111
Schlagwörter	Mathematics Instruction; Teaching Methods; Faculty Development; Feedback (Response); Mathematics Teachers; Teacher Educators; Secondary School Teachers; Learning Processes; Web Sites; Computer Mediated Communication; Lesson Plans; Educational Objectives; Foreign Countries; Knowledge Base for Teaching; Turkey + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Learning process; Lernprozess; Web-Design; Computerkonferenz; Lesson planning; Unterrichtsplanung; Educational objective; Bildungsziel; Erziehungsziel; Ausland; Teaching theory; Theory of teaching; Unterrichtstheorie; Türkei
Abstract	This qualitative research presents how a mathematics teacher educator's feedbacks to two lower secondary school mathematics teachers affects their design of hypothetical learning trajectories regarding teaching patterns and their teaching practice. The data comes from a web portal, which was designed as a professional development tool for mathematics teachers. The teachers communicated with a mathematics teacher educator online, and prepared lesson plans, as well as receiving feedback. After implementing their designs, they also uploaded teaching episodes to the web portal, after which they received feedback. We triangulated data that came from the lesson plans, mathematics teacher educator's feedback and videos of teaching practice. The data were analysed within two lenses: the Knowledge Quartet and the Hypothetical Learning Trajectory. The findings reveal that through the feedback given by the mathematics teacher educator, the teachers substantially progressed in designing hypothetical learning trajectories and developed their professional knowledge, in particular regarding the foundation, transformation, and connection dimensions of the Knowledge Quartet. (As Provided).
Anmerkungen	Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.org.uk/ijmtl/index.php/IJMTL/about
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01