Atay, Azime
This study aimed to investigate aspects of the quality that middle school mathematics teachers highlighted and the quality of instruction while teaching the area of circles and sectors. Data were collected from middle school teachers who worked in different public schools throughout the teaching of the area of circle and the area of the sector in 7th grade. The schools were placed in different districts of the city. Participant teachers graduated from Elementary Mathematics Education programs at the universities and experienced teachers who have been working more than 5 years. In the data collection process, the teachers came together and talked about how they teach the area of the circle and the area of the sector. After group discussions, the teachers instructed their lessons and the researcher took video-record of the instruction. The data were analyzed within the Mathematical Quality for Instruction framework. Findings indicated that the teachers knew the content they teach and only three instances were observed for the Errors and Imprecision dimension. They received mid-or-high scores for the Richness of Mathematics dimension in many segments. Explanations, Mathematical Sense-Making and Mathematical Language were the most frequently used dimensions. The Linking Between Representations is the least used sub-dimension by the teachers. Sub-dimensions of Working with Students and Mathematics dimensions were observed many times during instructions. In the group discussion, both Ali and Efe stated possible students' difficulties and errors and students' thinking about the content They corrected students’ errors but generally, correction was procedural. However, they rarely used Common Core Aligned Student Practices. They preferred teacher-centered teaching methods, and so students’ contributions were limited.
Citation Formats
A. Atay, “A CASE STUDY ON MIDDLE SCHOOL TEACHERS’ MATHEMATICS QUALITY OF INSTRUCTION,” Ph.D. - Doctoral Program, Middle East Technical University, 2024.