Investigating preservice middle school mathematics teachers’ noticing of students’ mathematical thinking in the context of lesson study /

Download

index.pdf

Date

2017

Author

Güner, Pınar

Metadata

Show full item record

Item Usage Stats

439
views

290
downloads

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 purpose, lesson study process which included four lesson cycles regarding the subjects of perimeter, area, surface area and prism was conducted in a period of two months. The research took place during the 2014-2015 spring semester. Noticing skills of two senior preservice middle school mathematics teachers were addressed in this study. In data collection process, each phase of the lesson study was recorded with a video camera and the transcripts of video recordings, interviews, observations, lesson plans and field notes were used as data collection tools. An existing theoretical framework for learning to notice students’ mathematical thinking identified by van Es was applied for analyzing the data. Data analysis revealed that there was a gradual development in both preservice middle school mathematics teachers’ noticing of students’ mathematical thinking throughout the lesson study process. Furthermore, it was thought that five features of the lesson study which were collaboration, investigation on mathematical subject, observation and reflecting, focusing on specific mathematical domain and the cooperating teacher had an impact on the shift in preservice teachers’ noticing of students’ mathematical thinking.

Subject Keywords

Mathematics, Mathematics teachers, Mathematics teachers, Student teachers, Student teachers, Teaching

URI

http://etd.lib.metu.edu.tr/upload/12620774/index.pdf
https://hdl.handle.net/11511/26316

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

Prospective middle school mathematics teachers’ developing understanding of geometric transformations Avcu, Seher; Çetinkaya, Bülent; Department of Sociology (2017) The purpose of this study was to explore prospective middle school mathematics teachers’ developing understanding of geometric transformations during the implementation of a seven-week instructional sequence designed to have them gain a mapping understanding of geometric transformations. This instructional sequence involved exploring geometric transformations in both static and dynamic geometry environments. Participants of the study were sixteen prospective middle school mathematics teachers. Design-based ...
An Analysis of prospective middle school mathematics teachers‘ argumentation structures in technology and paper-pencil environments Erkek, Özlem; Işıksal Bostan, Mine; Department of Elementary Education (2017) The purpose of the current study was to investigate the nature of argumentation structures of prospective middle school mathematics teachers while solving geometry tasks within the GeoGebra and Paper-Pencil groups. The study employed qualitative case study design and the data of which were collected from 16 prospective middle school mathematics teachers during the fall semester of the 2013-2014 academic year. Data were based on the video recordings of the implementations, the focus group interviews and docu...
Developing eighth grade students’ mathematical practices in solids through argumentation: a design-based study Şahin Doğruer, Şule; Akyüz, Didem; Department of Elementary Education (2018) The purpose of this study was to obtain classroom mathematical practices of eighth graders’ during the concept of solids and to test the effectiveness of this content in an eighth-grade mathematics classroom. In this respect, an instructional sequence was used with guidance of a hypothetical learning trajectory. The context was basic elements of prisms, their surface area, basic elements of cylinder, its surface area and its volume. The process continued through four and half weeks. Argumentations, dynamic ...
Investigating middle school preservice mathematics teachers’ conceptions of algebra and knowledge of task purposes and student thinking Alapala, Burcu; İşler Baykal, Işıl; Department of Elementary Science and Mathematics Education (2018) Starting with the beginning of the 21th century, teaching algebra in the early grades has gained more attention. Since teachers are one of the crucial factors in teaching early algebra, this study aimed to understand middle school pre-service mathematics teachers’ (PSMTs’) awareness about the underlying algebraic structure of given tasks, their conceptions of algebra, expectations about possible student solutions, and the changes after attending the algebra weeks in the Methods of Teaching Mathematics Cours...
Exploring secondary mathematics teachers’ conceptions of mathematical literacy Genç, Murat; Erbaş, Ayhan Kürşat; Department of Secondary Science and Mathematics Education (2017) The purpose of this research study was to investigate secondary mathematics teachers’ conceptions of mathematical literacy. In doing so, the following three crucial interrelated issues were addressed: (i) teachers’ conceptions of what the notion of mathematical literacy means, (ii) teachers’ conceptions of how the development of mathematical literacy could be facilitated, and (iii) teachers’ conceptions of what a mathematics curriculum emphasizing mathematical literacy should look like. The data gathered fo...

Citation Formats

P. Güner, “Investigating preservice middle school mathematics teachers’ noticing of students’ mathematical thinking in the context of lesson study /,” Ph.D. - Doctoral Program, Middle East Technical University, 2017.