Mathematics teachers' knowledge and skills about questioning in the context of modeling activities

Date

2018-01-01

Author

Yenmez, Arzu Aydogan
Erbaş, Ayhan Kürşat
Çakıroğlu, Erdinç
Çetinkaya, Bülent
Alacacı, Cengiz

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

189
views

0
downloads

Asking effective questions has been considered to be one of the most important indicators of good teaching since questioning is an important instructional tool and the ability to ask effective questions requires sophisticated pedagogical reasoning. Teachers can facilitate students' higher-level thinking through effective questions. However, teachers' utilization of effective and higher-level questions is usually limited in traditional settings. The goal of this study is to investigate how secondary mathematics teachers' knowledge and skills of questioning change when they are engaged in professional development activities based on the modeling perspective. The program included five cycles each of which lasted a month. Each cycle consisted of meetings before and after the implementation of a model-eliciting activity and its implementation. The results showed that the professional development program had a positive effect on teachers' ability to ask qualitatively different questions in order to move students' thinking forward.

Subject Keywords

Teacher knowledge, Questioning, Professional development, Mathematics education, Mathematical modeling

URI

https://hdl.handle.net/11511/34349

Journal

TEACHER DEVELOPMENT

DOI

https://doi.org/10.1080/13664530.2017.1338198

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Preschool Teachers' Beliefs and Self-Reported Practices Regarding Questioning as a Teaching Method: Questioning Cycle and Question Types İnönü, Gamze Nur; Demircan, Hasibe Özlen; Department of Early Childhood Education (2022-5) The present study investigated preschool teachers’ beliefs and self-reported practices regarding questioning as a teaching method and its two strategies: questioning cycle components (planning questions, asking questions, waiting time, listening to the response, assessing the response, and follow-up questions) and question types (open-ended and closed-ended questions). Accordingly, a convergent mixed methods design was adopted, and quantitative and qualitative data were compared. The data were collected fro...
Mathematical Knowledge for Teaching the Function Concept and Student Learning Outcomes Hatisaru, Vesife; Erbaş, Ayhan Kürşat (Springer Science and Business Media LLC, 2017-04-01) The purpose of this study was to examine the potential interrelationships between teachers' mathematical knowledge for teaching (MKT) the function concept and their students' learning outcomes of this concept. Data were collected from two teachers teaching in a vocational high school and their students through a function concept test for teachers and students, follow-up interviews with teachers, and classroom observations. Findings indicated that teachers' MKT and students' learning outcomes were related to...
Mathematical knowledge of two middle school mathematics teachers in planning and teaching pattern generalization GİRİT, DİLEK; Akyüz, Didem (2020-09-01) Examining the knowledge of teachers in practice may shed light on understanding how students learn and finding out why they have difficulty in learning. This paper focused on teachers' knowledge of pattern generalization in instruction with the consideration of students' generalization strategies in planning. The multiple-case study design was used for this study to compare and contrast two middle school mathematics teachers’ lesson planning and instruction. Lesson plans, pre-observation interviews, observa...
Secondary mathematics teachers' subject matter knowledge of quadratic functions and its contribution to student learning outcomes Karacı Yaşa, Gülzade; Erbaş, Ayhan Kürşat; Department of Secondary Science and Mathematics Education (2022-8-31) The purpose of the present study was to investigate secondary mathematics teachers’ subject matter knowledge (SMK) of quadratic functions and its contribution to teachers’ instructional practice and student learning outcomes. The study was carried out in two stages. In the first stage, a questionnaire was administered to 18 secondary mathematics teachers to identify their SMK of quadratic functions, which has three sub-components: common content knowledge (CCK), specialized content knowledge (SCK), and hori...
Mathematical practices of teachers in technology-enhanced classrooms: A case of teaching slope concept Yemen Karpuzcu, Seçil; Işıksal Bostan, Mine (2019-12-18) While it is obvious that teachers need to have mathematical knowledge under different domains, few studies put forward teaching practices associating them with teacher moves in the background of the mathematical knowledge used in teaching in a technology enhanced classroom environment. Moreover, characterizing those practices can show a practical understanding of the knowledge for its usefulness in teaching in which tools and dynamic technologies are deemed necessary. In this study, we examined the characte...

Citation Formats

A. A. Yenmez, A. K. Erbaş, E. Çakıroğlu, B. Çetinkaya, and C. Alacacı, “Mathematics teachers’ knowledge and skills about questioning in the context of modeling activities,” TEACHER DEVELOPMENT, pp. 497–518, 2018, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/34349.