Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
Middle school mathematics teachers’ mathematical practices in teaching slope, linear equations, and graphs in technology enhanced classroom environment
Download
index.pdf
Date
2017
Author
Yemen Karpuzcu, Seçil
Metadata
Show full item record
Item Usage Stats
372
views
170
downloads
Cite This
The aim of this study was to examine an in-service middle school mathematics teacher’s mathematical practices in teaching slope, linear equations and graphs in a technology enhanced classroom environment while enacting an instructional sequence that was designed based on the national curriculum. The technology utilized in the study was GeoGebra materials within computers that were developed by the teacher and the researcher to be used for the instructional sequence. The data was collected during the spring semester of 2012-2013 while she was teaching to eight graders in her mathematics classrooms. While the primary data source was classroom teaching sessions of the teacher, other data sources (i.e. individual pre-interview and post-interview, planning and analyzing instruction sessions, classroom activity sheets, and field notes) were considered for a coherent examination of the teacher’s mathematical practices. The data was analyzed by using qualitative methods. The findings of the study were presented within the scope of the teacher's mathematical practices such as bridging, trimming and decompressing in two contexts, when the teacher used GeoGebra materials and when she made mathematical explanations while not using GeoGebra materials. The findings indicated that the teacher utilized various sets of mathematical practices that were composed of several actions. While bridging practices were the most seen mathematical practices, they also fostered and advanced trimming and decompressing practices. All these practices were strongly interrelated in teaching using GGB materials when compared to the interrelations in teaching without using GGB materials in a technology-enhanced classroom environment.
Subject Keywords
Mathematics
,
Algebra
,
Mathematics teachers
,
Mathematics teachers
,
Computer-assisted instruction.
,
Intelligent tutoring systems.
,
Teaching
URI
http://etd.lib.metu.edu.tr/upload/12621616/index.pdf
https://hdl.handle.net/11511/26996
Collections
Graduate School of Social Sciences, Thesis
Suggestions
OpenMETU
Core
Middle school mathematics teachers' use of textbooks and integration of textbook tasks into practice: a mixed methods study
Özgeldi, Meriç; Çakıroğlu, Erdinç; Erbaş, Ayhan Kürşat; Department of Elementary Science and Mathematics Education (2012)
The current study aimed to explore middle school mathematics teachers’ use of mathematics textbooks and examine their integration of tasks in the textbooks into teaching. The framework of a mixed methods research design guided data collection in this study. A questionnaire called the Use of Mathematics Textbooks Questionnaire was developed and validated to identify the ways teachers benefit from textbooks. The factor analysis revealed four dimensions, namely Reading Student Edition Textbook, Selecting Quest...
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...
Middle school mathematics teachers’ perceptions of inclusion and their use of teaching strategies in basic arithmetical operations and problems
Gülden, Berna; Akyüz, Didem; Department of Elementary Science and Mathematics Education (2019)
The aim of this study is to examine the perceptions of middle school mathematics teachers about inclusion and their teaching strategies in basic arithmetical operations and problems. In addition, the other purpose is to investigate opinions of middle school mathematics teachers about touch point, concrete-representational-abstract (CRA) and virtual-representational-abstract (VRA) strategies. The study was carried out in the 2018-2019 academic year in a middle school in Küçükçekmece, Istanbul with six mathem...
Investigating the use of technology on pre-service elementary mathematics teachers' plane geometry problem solving strategies
Koyuncu, İlhan; Akyüz, Didem; Çakıroğlu, Erdinç; Department of Elementary Science and Mathematics Education (2013)
The purpose of this study was to investigate plane geometry problem solving strategies of pre-service elementary mathematics teachers in technology and paper-and-pencil environments after receiving an instruction with GeoGebra. Qualitative research strategies were used to investigate teacher candidates‘ solution strategies. The data was collected and analyzed by means of a multiple case study design. The study was carried out with 7 pre-service elementary mathematics teachers. The main data sources were cla...
Middle school mathematics teachers' problems in teaching transformational geometry and their suggestions for the solution of these problems
İlaslan, Serap; Çakıroğlu, Erdinç; Bulut, Safure; Department of Elementary Science and Mathematics Education (2013)
The purpose of this study was to reveal and define the problems middle school mathematics teachers experienced in applying transformational geometry and the solutions they proposed to overcome these problems. A total of six elementary mathematics teachers (grades 5-8) in Ankara participated in the study. The data were collected by means of one-to-one interviews with the participants. The findings indicated that the participants’ problems divided into three parts. These problems were problems arising from te...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
S. Yemen Karpuzcu, “Middle school mathematics teachers’ mathematical practices in teaching slope, linear equations, and graphs in technology enhanced classroom environment,” Ph.D. - Doctoral Program, Middle East Technical University, 2017.