An in-service primary teacher's implementation of mathematical tasks: the case of length measurement and perimeter instruction

Date

2019-05-01

Author

COŞKUN, SÜMEYRA DOĞAN
Işıksal Bostan, Mine

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

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The purpose of this paper is to examine the cognitive demand levels of tasks used by an in-service primary teacher during length measurement and perimeter instruction and to examine a possible link between these tasks and the teacher's mathematical knowledge in teaching. For this purpose, a case study approach was used and the data was drawn from classroom observations, semi-structured interviews, and field notes. Specific tasks from length measurement and perimeter instruction were presented and analyzed according to the Mathematical Tasks Framework. Then, how these tasks gave information about the teacher's mathematical knowledge in teaching in the length measurement and perimeter topics was examined according to the Knowledge Quartet model. According to the findings of the study, the tasks used during length measurement and perimeter instruction were mostly categorized as low-level tasks. In addition, teacher's mathematical knowledge in teaching affected the implementation of the tasks.

Subject Keywords

Applied Mathematics, Education, Mathematics (miscellaneous)

URI

https://hdl.handle.net/11511/40863

Journal

INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY

DOI

https://doi.org/10.1080/0020739x.2018.1522675

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

S. D. COŞKUN and M. Işıksal Bostan, “An in-service primary teacher’s implementation of mathematical tasks: the case of length measurement and perimeter instruction,” INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY, pp. 486–505, 2019, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/40863.