Conceptions of Turkish Mathematics Teachers about the Effectiveness of Classroom Teaching

Autor/inn/en	Yildirim, Selda; Yildirim, Hüseyin Hüsnü
Titel	Conceptions of Turkish Mathematics Teachers about the Effectiveness of Classroom Teaching
Quelle	In: International Journal of Mathematical Education in Science and Technology, 50 (2019) 8, S.1152-1165 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2019.1579929
Schlagwörter	Foreign Countries; Mathematics Teachers; Mathematics Instruction; Mathematics Skills; Teaching Methods; Instructional Effectiveness; Comprehension; Middle School Teachers; Vignettes; Mathematical Concepts; Concept Formation; Turkey + Suchen Sie Ihr Suchwort? Ausland; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Verstehen; Verständnis; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Concept learning; Begriffsbildung; Türkei
Abstract	This study investigated how Turkish mathematics teachers evaluate the effectiveness of classroom teaching in terms of improving students' mathematical proficiency. To this purpose, teachers were asked to evaluate a mathematics lesson as presented them in a vignette. By means of cluster analysis, the participants' evaluations of the lesson were described in five thematic dimensions, which could be further assembled into two overriding categories: students' understanding of the subject, and teachers' classroom practices. The overall aim of the current paper is to propose a preliminary model of the framework that Turkish mathematics teachers use to evaluate a mathematics lesson. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01