Reflections from a Mathematics Teacher's Experience Using the Practice of Eliciting and Interpreting Student Thinking

Sinem Şengül; Müjgan Baki

Makale detayları

Reflections from a Mathematics Teacher's Experience Using the Practice of Eliciting and Interpreting Student Thinking

Yazarlar:

Sinem Şengül | Müjgan Baki

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 58, pp.2615-2640

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001307322

pISSN:

2602-2850

Anahtar kelimeler:

Özet:

 Caring about what students think is fundamental to teaching. Quality teaching is based on students understanding and is organized according to these understandings. Eliciting and interpreting student thinking is a core teaching practice in all disciplines, with benefits for both students and teachers. In this study, the researcher, a novice mathematics teacher, actively used the practice of eliciting and interpreting student thinking in her lessons. The purpose of the study is to examine how a mathematics teachers use of the practice of eliciting and interpreting student thinking in her lessons affects the development of student thinking knowledge. The data collection tools of this research, which was conducted with the teacher-researcher method, were reflective journals, field notes and recordings of the lessons through the Zoom application. Reflective journals prepared based on video recordings were subjected to content analysis. The teacher contributed to her professional development in this respect by capturing many points about student thinking.

 Caring about what students think is fundamental to teaching. Quality teaching is based on students understanding and is organized according to these understandings. Eliciting and interpreting student thinking is a core teaching practice in all disciplines, with benefits for both students and teachers. In this study, the researcher, a novice mathematics teacher, actively used the practice of eliciting and interpreting student thinking in her lessons. The purpose of the study is to examine how a mathematics teachers use of the practice of eliciting and interpreting student thinking in her lessons affects the development of student thinking knowledge. The data collection tools of this research, which was conducted with the teacher-researcher method, were reflective journals, field notes and recordings of the lessons through the Zoom application. Reflective journals prepared based on video recordings were subjected to content analysis. The teacher contributed to her professional development in this respect by capturing many points about student thinking.

 Caring about what students think is fundamental to teaching. Quality teaching is based on students understanding and is organized according to these understandings. Eliciting and interpreting student thinking is a core teaching practice in all disciplines, with benefits for both students and teachers. In this study, the researcher, a novice mathematics teacher, actively used the practice of eliciting and interpreting student thinking in her lessons. The purpose of the study is to examine how a mathematics teachers use of the practice of eliciting and interpreting student thinking in her lessons affects the development of student thinking knowledge. The data collection tools of this research, which was conducted with the teacher-researcher method, were reflective journals, field notes and recordings of the lessons through the Zoom application. Reflective journals prepared based on video recordings were subjected to content analysis. The teacher contributed to her professional development in this respect by capturing many points about student thinking.

 Öğrencilerin ne düşündüğünü önemsemek öğretim için temeldir. Nitelikli öğretim, öğrencilerin anlayışlarına dayanır ve bu anlayışlara göre düzenlenir. Öğrenci düşüncesini ortaya çıkarmak ve yorumlamak tüm disiplinlerde hem öğrencilere hem de öğretmenlere eş zamanlı faydalar sağlayan temel bir öğretim uygulamasıdır. Bu çalışmada acemi bir matematik öğretmeni olan araştırmacı, öğrenci düşüncesini ortaya çıkarma ve yorumlama uygulamasını derslerinde aktif bir şekilde kullanmıştır. Bu çalışmanın amacı, bir matematik öğretmeninin derslerinde öğrenci düşüncesini ortaya çıkarma ve yorumlama uygulamasını kullanmasının öğrenci düşüncesi bilgisi gelişimini nasıl etkilediğini incelemektir. Araştırmacı öğretmen yöntemi ile yürütülen bu araştırmanın veri toplama araçları yansıtıcı günlükler, alan notları ve derslerin Zoom uygulaması üzerinden kayıtlarıdır. Video kaydına dayalı olarak hazırlanan yansıtıcı günlükler içerik analizi yöntemi ile analiz edilmiştir. Öğretmen, öğrenci düşüncesine dair birçok nokta yakalayarak bu açıdan mesleki gelişimine katkı sağlamıştır.

Makale detayları

Reflections from a Mathematics Teacher's Experience Using the Practice of Eliciting and Interpreting Student Thinking

Yazarlar:

Sinem Şengül | Müjgan Baki

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 58, pp.2615-2640

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001307322

pISSN:

2602-2850

Practice of eliciting and interpretation student thinking

student thinking knowledge

middle school mathematics teacher.Öğrenci düşüncesini ortaya çıkarma ve yorumlama uygulaması

öğrenci düşüncesi bilgisi

ortaokul matematik öğretmeni

Sayı

Makale detayları

Reflections from a Mathematics Teacher's Experience Using the Practice of Eliciting and Interpreting Student Thinking

Yazarlar: Sinem Şengül | Müjgan Baki

Yayıncı: Dokuz Eylul University

Ana Başlıklar: Matematik Eğitimi

Dergi: Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 58, pp.2615-2640

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001307322

pISSN: 2602-2850

Practice of eliciting and interpretation student thinking

student thinking knowledge

middle school mathematics teacher.Öğrenci düşüncesini ortaya çıkarma ve yorumlama uygulaması

öğrenci düşüncesi bilgisi

ortaokul matematik öğretmeni

Sayı

Yazarlar:

Sinem Şengül | Müjgan Baki

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 58, pp.2615-2640

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001307322

pISSN:

2602-2850