Teachers as investigators of students’ written work: Does this approach provide an opportunity for professional development?

Date

2013-02-06

Author

Baş Ader, Sinem
Didiş Kabar, Makbule Gözde
Erbaş, Ayhan Kürşat
Çetinkaya, Bülent
Çakıroğlu, Erdinç
Alacacı, Cengiz

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Middle East Technical University1 , Istanbul Medeniyet University2 The aim of the study was to examine how teachers’ investigation of students’ written works contributed to their professional development. The research was conducted at a public high school with the participation of six mathematics teachers and their students. The teachers have examined their students’ written works as products of their solutions for some modeling problems for 5-week period. The preliminary analyses showed that teachers’ collective examinations and interpretations of their students’ written works have contributed to their professional development in terms of their subject matter knowledge and pedagogical content knowledge. Moreover, the collaborative learning environment in the study had positive effects on the affective domain regarding teachers’ ways of knowing of students’ thinking.

URI

http://www.mathematik.uni-dortmund.de/~erme/doc/CERME8/CERME8_2013_Proceedings.pdf
https://hdl.handle.net/11511/77067

Collections

Department of Secondary Science and Mathematics Education, Conference / Seminar

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Citation Formats

S. Baş Ader, M. G. Didiş Kabar, A. K. Erbaş, B. Çetinkaya, E. Çakıroğlu, and C. Alacacı, “Teachers as investigators of students’ written work: Does this approach provide an opportunity for professional development?,” 2013, Accessed: 00, 2021. [Online]. Available: http://www.mathematik.uni-dortmund.de/~erme/doc/CERME8/CERME8_2013_Proceedings.pdf.