Assessing Eighth-Grade Mathematics Teachers and Textbook in Embodying Thinking Levels

Autor/in	Alkhateeb, Mohammad Ahmad
Titel	Assessing Eighth-Grade Mathematics Teachers and Textbook in Embodying Thinking Levels
Quelle	In: International Journal of Instruction, 12 (2019) 1, S.371-388 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Foreign Countries; Grade 8; Textbooks; Textbook Content; Thinking Skills; Questioning Techniques; Teaching Methods; Inferences; Elementary Secondary Education; Mathematics Achievement; Mathematics Education; Discussion (Teaching Technique); Elementary School Students; Elementary School Teachers; Jordan; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; School year 08; 8. Schuljahr; Schuljahr 08; Textbook; Text book; Schulbuch; Lehrbuch; Lehrbuchtext; Denkfähigkeit; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Inference; Inferenz; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematische Bildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The aim of this study was to investigate the extent of embodying thinking levels in the eighth-grade textbook and teachers' classroom questions and exams. Five teachers who teach eighth grade were chosen from schools that obtained the highest and lowest TIMSS results in Zarqa City, Jordan. Textbook content analysis, teachers' classroom observation and exam questions were assessed according to the triadic classification of thinking levels (knowledge and understanding, application and inference). The findings concerning textbooks revealed that the knowledge and understanding level obtained the highest means (67.5%-81%), followed by the application level (14.3%-24.1%) and questions measuring inference level (analysis 4.7%-6.3%), composition (0%-1.5%), evaluation (0%). Questions prepared by the teachers in the exams that measured knowledge and understanding ranked first in both the highest- and lowest performance schools. Both categories of schools achieved roughly the same rate in terms of application level. Nevertheless, the inference average rate was higher in the higher-performance schools. In general, the focus of evaluative practices, classroom questions and discussions was on the lower thinking levels, with the lowest rates being achieved by the low-performing schools. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01