Mathematical practices of teachers in technology-enhanced classrooms: A case of teaching slope concept

2019-12-18
Yemen Karpuzcu, Seçil
Işıksal Bostan, Mine
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 characteristics of teachers’ mathematical practices in a classroom teaching where the students engaged in a sequence of GeoGebra-integrated tasks designed to support students’ conceptualizations of slope of an object. The results suggest teacher moves for the GeoGebra-integrated tasks for conceptualization and suggestions for teaching practices from pedagogical perspectives.
The Eleventh Congress of the European Society for Research in Mathematics Education (CERME10, February 6-10, 2019)

Suggestions

MATHEMATICAL PRACTICES IN A TECHNOLOGICAL SETTING: A DESIGN RESEARCH EXPERIMENT FOR TEACHING CIRCLE PROPERTIES
Akyüz, Didem (2016-04-01)
This article documents the classroom mathematical practices observed in a collegiate level teacher education course related to the circle topic. The course, which was prepared as design research, utilized a dynamic geometry environment which influenced the type and nature of the evolved mathematical practices. The study uses emergent perspective as the theoretical framework and Toulmin's model of argumentation to analyze social interactions within the classroom. Findings reveal three sequentially emergent m...
MATHEMATICS TEACHING EFFICACY: DOES HAVING EXPERIENCE REALLY MATTERS?
Işıksal Bostan, Mine (null; 2017-07-05)
Teacher self-efficacy, an adapted version of self-efficacy in teaching context (Fives & Alexander, 2004) is related to teachers’ belief in their ability to teach mathematics (personal efficacy) and their belief that students’ learning can be influenced by effective teaching. Tschannen-Moran and Woolfolk Hoy (2001) stated that teacher efficacy is an important determinant for teachers’ persistence, enthusiasm, commitment, and instructional decisions. Development of efficacy-belief is important to investigate...
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...
Middle school mathematics teachers' pedagogical content knowledge in relation to statistical reasoning
Gokce, Rukiye; Kazak, Sibel (2017-01-01)
To investigate middle school mathematics teachers' pedagogical content knowledge (PCK) with regard to statistical reasoning, an interview protocol was developed and used with nine teachers. This paper focuses on one of the problems in this interview protocol (Basketball problem) to illustrate teachers PCK in relation to four components: big ideas, student responses, student difficulties, and instructional intervention. Our analyses showed that levels of teachers' PCK varied in each component. Teachers had d...
A Longitudinal Study on Mathematics Teaching Efficacy: Which Factors (Un)Support the Development?
Işıksal Bostan, Mine (2016-08-01)
The aim of this longitudinal study was to examine prospective teachers' mathematics teaching efficacy belief during their enrollment in teacher education program and at the end of their first year of teaching. In addition, the factors that enhance or inhibit participants' efficacy belief and how these factors affect their mathematics teaching efficacy when they become inservice teacher were investigated. Mixed research design was used in which data were collected through longitudinal survey and electronic i...