An Investigation of preservice middle school mathematics teachers’ formative assessment approaches through lesson planning

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2015
Kaplan, Gözde
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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 Primary Years Programme school was chosen since differentiation is one of the significant teaching and learning approaches of this program. Data were collected from the participants’ perspective, in a naturalistic setting and over five months. For data analysis, raw data turned into descriptive statements, and they were interpreted as detailed descriptions through related literature. The findings of this study revealed that early childhood teachers implementing differentiation believe in the benefits approach and have a positive attitude towards it; meanwhile, they reflect this in their practices. Early childhood teachers mostly use ‘process’ to be differentiated and ‘readiness’ to be considered for children’s variety. Furthermore, the study revealed that early childhood teachers have some challenges in terms of planning, time management and classroom management. Also, teachers need more training on and experience with differentiated instruction in order to implement it effectively. Furthermore, Turkish Early Childhood Education Program was compared with the general principles of differentiation and it was found that the program is suitable for implementation of differentiated instruction.
Mathematics, Mathematics teachers, Mathematics teachers, Student teachers, Teaching
https://hdl.handle.net/11511/25076
Graduate School of Natural and Applied Sciences, Thesis

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Citation Formats
G. Kaplan, “An Investigation of preservice middle school mathematics teachers’ formative assessment approaches through lesson planning,” M.S. - Master of Science, Middle East Technical University, 2015.
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