An elementary mathematıcs teacher’s pedagogical reasoning in selecting learning activities

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Date

2011

Author

Çatak, Melek

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The purpose of this study was to explore an elementary mathematics teacher’s pedagogical reasoning on selection of learning activities. For this purpose, a teacher’s decisions and judgments while selecting activities for her mathematics lessons were examined. Qualitative case study was performed where; data was collected in the spring semester of 2008-2009 and in the fall semester of 2009-2010 academic year. The case of the study was a teacher who was known by using activities in her mathematics lessons. Results revealed that the teacher had two main groups of considerations in her pedagogical reasoning on selection of activities. The first group is considering how activities will affect students’ learning and the second group is considering how to organize her teaching. Considering how activities will affect students’ learning is related to characteristics of the tasks within the activities, students’ understanding concepts: their conceptions and misconceptions, and student motivation. On the other hand, considering activities in organization of activities is related to objectives of the lesson, lesson flow, purposes of the activities; time use for an activity, sources and materials to be used in the activities.

Subject Keywords

Education., Education, Elementary., Education

URI

http://etd.lib.metu.edu.tr/upload/12613056/index.pdf
https://hdl.handle.net/11511/20750

Collections

Graduate School of Natural and Applied Sciences, Thesis

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Citation Formats

M. Çatak, “An elementary mathematıcs teacher’s pedagogical reasoning in selecting learning activities,” Ph.D. - Doctoral Program, Middle East Technical University, 2011.