Mathematics Educational Values of Students and Teachers in Imam-Hatip High Schools

Autor/inn/en	Dede, Yüksel; Aktas, Fatma Nur; Akyildiz, Pinar
Titel	Mathematics Educational Values of Students and Teachers in Imam-Hatip High Schools
Quelle	In: International Journal of Mathematical Education in Science and Technology, 54 (2023) 8, S.1509-1525 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dede, Yüksel) ORCID (Aktas, Fatma Nur) ORCID (Akyildiz, Pinar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2023.2172621
Schlagwörter	Foreign Countries; Student Attitudes; Teacher Attitudes; High School Students; High School Teachers; Values; Mathematics Teachers; Vocational Schools; Grade 12; Turkey + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Lehrerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Wertbegriff; Mathematics; Mathematik; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; School year 12; 12. Schuljahr; Schuljahr 12; Türkei
Abstract	The study focused on the similarities and differences students and mathematics teachers have regarding values in mathematics classrooms in the same school culture. The study aimed to determine students' and mathematics teachers' values at Imam-Hatip high schools, a type of vocational school in Turkey. The study was carried out with students (n = 2,912) and mathematics teachers (n = 861) from Imam-Hatip high schools in seven regions of Turkey who voluntarily responded to the online data collection tools. The collected data were analysed using a latent profile analysis. As a result, students and mathematics teachers were divided into three latent profiles; however, these profiles differed according to value components. Some of the study's key results revealed practice as the essential value component. Information and Communication Technology (ICT) was the least for all teachers' and students' profiles, with relevance being the second least important value. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01