Middle School Mathematics Classrooms Practice Based on 5E Instructional Model

Autor/inn/en	Turan, Serife; Matteson, Shirley M.
Titel	Middle School Mathematics Classrooms Practice Based on 5E Instructional Model
Quelle	In: International Journal of Education in Mathematics, Science and Technology, 9 (2021) 1, S.22-39 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Turan, Serife) ORCID (Matteson, Shirley M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-611X
Schlagwörter	Mathematics Instruction; Secondary School Mathematics; Middle School Students; Learner Engagement; Student Participation; Video Technology; Teaching Methods; Barriers; Models; Constructivism (Learning); Inquiry; Program Effectiveness; Discovery Learning; Mathematics Achievement; Student Attitudes; Mathematical Logic; Thinking Skills + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Entdeckendes Lernen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schülerverhalten; Mathematical logics; Mathematische Logik; Denkfähigkeit
Abstract	The 5E instructional model is known for increasing student engagement and participation in the learning process. While viewing the video recorded lessons of middle school mathematics teachers, the researchers noticed teachers had a difficult time implementing the 5E model with fidelity. This case study explored the extent to which mathematics teachers used the 5E instructional model in their classrooms through analyzing video recorded lessons. The findings illustrate that the challenges of the teacher varied. They had difficulty finding activities related to the phases and moving away from a teacher-centered approach to a student-centered approach were identified as challenges of the teachers. The findings of this study inform educators about the difficulty's teachers have in implementing the 5E model with fidelity. Also, the researchers elaborate on what phases need to be addressed specifically when teachers are provided professional development regarding lesson instruction. (As Provided).
Anmerkungen	International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: http://ijemst.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01