Mathematics Teachers' Knowledge and Skills about Questioning in the Context of Modeling Activities

Autor/inn/en	Aydogan Yenmez, Arzu; Erbas, Ayhan Kursat; Cakiroglu, Erdinc; Cetinkaya, Bulent; Alacaci, Cengiz
Titel	Mathematics Teachers' Knowledge and Skills about Questioning in the Context of Modeling Activities
Quelle	In: Teacher Development, 22 (2018) 4, S.497-518 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aydogan Yenmez, Arzu) ORCID (Erbas, Ayhan Kursat) ORCID (Cakiroglu, Erdinc) ORCID (Cetinkaya, Bulent) ORCID (Alacaci, Cengiz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2017.1338198
Schlagwörter	Mathematics Instruction; Mathematics Teachers; Foreign Countries; Faculty Development; Secondary School Mathematics; Secondary School Teachers; Mathematical Models; Mathematical Concepts; Grade 9; Grade 10; Program Implementation; Turkey + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ausland; Mathematical model; Mathematisches Modell; School year 09; 9. Schuljahr; Schuljahr 09; Türkei
Abstract	Asking 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01