An Investigation of teachers’ noticing of students’ mathematical thinking in the context of a professional development program

Download
index.pdf
2014
Baş, Sinem
Show full item record
397
views
227
downloads
Teachers’ noticing, i.e. attending to and understanding of, students’ mathematical thinking is considered as a crucial component of teaching expertise. Research points out the pressing need for developing teachers’ abilities to notice students’ mathematical thinking through appropriate professional support, while also making sense of the dynamics of how such development occurs. The purpose of this study is to investigate evolution of teachers’ noticing of students’ mathematical thinking in the context of a professional development program based on principles of Models and Modeling Perspective. Case study approach was used as the strategy of inquiry. The study was conducted in 2011-2012 school year at two high schools, with the participation of four secondary mathematics teachers. The implementation of the program consisted of seven one-month periods, each of which included three one-week stages: an introductory meeting, implementation of the modeling task in teachers’ classrooms, and a follow-up meeting, respectively. One-to-one interviews were also conducted with each teacher after each follow up meeting. An existing framework for learning to notice students’ mathematical thinking was adopted and used for analyzing the data. Data analysis revealed that there was a gradual development in three of the four teachers’ ability to notice students’ mathematical thinking. Moreover, development of teachers’ ability to notice occurred in different trajectories. These different trajectories provide clues about components of the professional development program that might have an influence on teachers’ development. Implications of the findings for teachers, teacher educators and professional development program developers, and issues for further research are also discussed.
Mathematics, Mathematics teachers, Mathematics teachers, Mathematical ability.
http://etd.lib.metu.edu.tr/upload/12616772/index.pdf
https://hdl.handle.net/11511/23260
Graduate School of Natural and Applied Sciences, Thesis

Suggestions

A case study of elementary mathematics teachers' views of their and students' textbook usage and of mathematics textbooks' characteristics
Başer, Nadiye; Haser, Çiğdem; Department of Elementary Science and Mathematics Education (2012)
The purpose of this study was to investigate teachers’ ways of using mathematics textbooks while planning the lesson and during the lesson, to document teachers’ views about elementary students’ usage of mathematics textbook during the classroom time and for their homework and teachers’ views about mathematics textbooks’ characteristics. A case study was conducted in a private elementary school with more class hours for mathematics and six mathematics teachers teaching 4th, 5th, 6th, and 7th grade mathemati...
A Case study on middle grade mathematics teachers’ use of questioning in teaching lines and angles
Yılmaz, Ayşenur; Çakıroğlu, Erdinç; Department of Elementary Education (2018)
The purpose of the study was to identify tools that help teachers to use in teacher questioning in middle-grade mathematics classrooms. In addition to this, the study aimed to examine teachers’ questioning behaviors concerning teachers' question types and the interaction among the tools for questioning and question types. This study was applied a multiple case with two middle grade mathematics teachers. The participant teachers were video recorded for the lines and angles topic. In one of the classroom, tec...
A Longitudinal Study on Mathematics Teaching Efficacy: Which Factors (Un)Support the Development?
Işıksal Bostan, Mine (2016-08-01)
The aim of this longitudinal study was to examine prospective teachers' mathematics teaching efficacy belief during their enrollment in teacher education program and at the end of their first year of teaching. In addition, the factors that enhance or inhibit participants' efficacy belief and how these factors affect their mathematics teaching efficacy when they become inservice teacher were investigated. Mixed research design was used in which data were collected through longitudinal survey and electronic i...
Investigating preservice middle school mathematics teachers’ noticing of students’ mathematical thinking in the context of lesson study /
Güner, Pınar; Akyüz, Didem; Department of Elementary Education (2017)
The purpose of the current study was to examine preservice middle school mathematics teachers’ noticing of students’ mathematical thinking in the context of lesson study professional development model and determine whether any changes took place in their noticing skills. Qualitative research methodology, in particular, case study was used in order to elaborate what and how preservice teachers notice during lesson study phases which are planning, teaching, reflecting, re teaching and re-reflecting. With this...
An Investigation of preservice middle school mathematics teachers’ formative assessment approaches through lesson planning
Kaplan, Gözde; Haser, Çiğdem; Department of Elementary Science and Mathematics Education (2015)
The aim of this study was to investigate the views and practices of early childhood teachers on differentiation. In order to explore the research questions, 19 pre-kindergarten and kindergarten teachers of an International Baccalaureate (IB) world school in Turkey were interviewed about differentiation, their written curriculum documents were analyzed, and the classrooms were observed. This study was designed and conducted as a qualitative case study. As the case, an authorized International Baccalaureate P...
Citation Formats
S. Baş, “An Investigation of teachers’ noticing of students’ mathematical thinking in the context of a professional development program,” Ph.D. - Doctoral Program, Middle East Technical University, 2014.
METU IIS - Integrated Information Service open@metu.edu.tr