Investigating students perceptions of mathematics and mathematics teachers through their drawings

2015-06-10
Merve Nur, Kursav
Erbaş, Ayhan Kürşat
Teacher cognition and teacher action are two interrelated concepts of teaching and thus ought to be studied together in-depth to understand the nature of teaching and its effect on educational achievement. Examining the relationship between language teachers' cognitions and their actions has the potential to inform and guide current and future instructional practices in language teaching settings. From this point forth, this correlational study aims to answer in what way language teachers' language learning cognitions may predict their language teaching practices. The data were collected from 606 instructors teaching English in various higher education institutions in Turkey by means of a cross-sectional inventory and then analyzed primarily through canonical correlation analysis. During the data analysis process, multivariate normality; linearity (among variables and linear composites); homoscedasticity; and multicollinearity were also evaluated. The general results indicated that the participants having competence-oriented approaches and executive learner preferences would exhibit adherence to traditional (conservative) pedagogy, but divergence from communicative practices in instructional planning and error correction. Similarly, the participants disfavoring legislative learners would tend to diverge from communicative practices in instructional planning and error correction; on the contrary they would reflect a tendency towards traditional (conservative) pedagogy.
International Society of Educational Research (ISER) World Conference on Education, (10-12 Haziran 2015)

Suggestions

Relationships between Foreign Language Teachers' Cognitions and Actions: Evidence from Instructors at Tertiary-level
Öztürk, Mustafa; Yıldırım, Ali (2019-01-01)
Teacher cognition and teacher action are two interrelated concepts of teaching and thus ought to be studied together in-depth to understand the nature of teaching and its effect on educational achievement. Examining the relationship between language teachers' cognitions and their actions has the potential to inform and guide current and future instructional practices in language teaching settings. From this point forth, this correlational study aims to answer in what way language teachers' language learning...
Exploration of the relations between the teacher‘s discursive roles and the students‘ cognitive contributions to the classroom discourse /
Soysal, Yılmaz; Yılmaz Tüzün, Özgül; Günel, Murat; Department of Elementary Education (2017)
The current study aimed at exploring the relations between the types of teacher discursive roles and the students‘ cognitive contributions to the classroom discourse. Students‘ cognitive operations were considered as their utterances‘ semantic complexity, cognitive pathways, reasoning quality and argument structure. It was also aimed at investigating some contextual influences of the inquiry classrooms on the students‘ ability to make cognitive contributions to the classroom discourse. The participants were...
Investigating Sources of Pre Service Teachers Self Efficacy For Preparing And Implementing Mathematical Tasks
YÜREKLİ, BİLGE; Işıksal Bostan, Mine; Çakıroğlu, Erdinç (2015-02-04)
The goal of this study was to understand pre-service teachers' self-efficacy beliefs for preparing and implementing mathematical tasks and to explore which sources of self-efficacy they wighted and interpreted when judging their capabilities as a result of attending a mathematics teaching methods course designed with a focus on mathematics teaching through tasks. Nine pre-service teachers participated in this study and they were interviewed at the end of the methods course. Findings revealed that methods co...
Investigating questioning patterns of teachers through their pedagogical progression in argument-based inquiry classrooms
Kılıç, Burcu; Çakıroğlu, Jale; Günel, Murat; Department of Elementary Science and Mathematics Education (2016)
The purpose of this study is to delineate the characteristics of teacher questioning in different implementation qualities of Argument-Based Inquiry (ABI) teaching. With this purpose, first, the characteristics of teacher question types used in high quality ABI classrooms were described, and teacher questions used in high quality practices were distinguished from those posed in medium quality classrooms. Secondly, the study aimed to characterize the sequence of teacher question types that promote high cogni...
Investigating a science teacher’s pedagogical difficulties while teaching 7th grade force and motion unit
Çaylak, Burak; Çakıroğlu, Jale (null; 2017-05-21)
The aim of the study is to determine a science teacher’s pedagogical difficulties emerging from teaching physics topics to gifted students and to investigate how the teacher overcomes the difficulties. The study was conducted in a qualitative nature with a case study containing of a science teacher and three physics topics; work and energy, basic machines, and friction force. The data was collected by using semi-structured interviews, classroom observations, and field notes. After collecting the data, conte...
Citation Formats
K. Merve Nur and A. K. Erbaş, “Investigating students perceptions of mathematics and mathematics teachers through their drawings,” presented at the International Society of Educational Research (ISER) World Conference on Education, (10-12 Haziran 2015), İstanbul, Türkiye, 2015, Accessed: 00, 2021. [Online]. Available: http://i-ser.net/v2/images/iSER2015_Abstracts_Book.pdf.