A mathematics teacher’s use of questions while teaching the concepts of lines and angles

Yılmaz, Ayşenur
Çakıroğlu, Erdinç
ERPA International Congresses on Education 2017, 18 - 21 May 2017


A math teacher’s participation in a classroom design research: teaching of ratio and proportion
Ayan Civak, Rukiye; Işıksal Bostan, Mine; Stephan, Mıchelle (2019-02-10)
The purpose of this study is to explore how a mathematics teacher contributed to a classroom design research and how this contribution promoted student learning and the establishment of students’ mathematical practices of linking composite units and iterating linked composites, which is the basis for proportional reasoning. In this classroom design research study, a classroom learning trajectory and related instructional sequence were formulated based on the theory of Realistic Mathematics Education and imp...
A Pre-Service Math Teacher’s Professional Identity Development Trajectory through Online Reflections
Ercan, Amine Merve; Çakır, Nur (2021-08-23)
A student teacher’s responses to contingent moment and task development process
Aytekin, Emine (null; 2019-02-10)
The study attempted toinvestigate the ways a prospective teacher, Elif, responded to contingent moments in her teaching practice. In addition, her perceptions regarding changesinthenature of the tasksbased on the students’ unanticipated thinking after the teaching were examined. Elif attended toa two-hour class of teaching seminarin which categorizations of mathematical taskswere presented. Then, during her enrollment in teaching practicum course, she taught a lesson on algebra...
An elementary mathematıcs teacher’s pedagogical reasoning in selecting learning activities
Çatak, Melek; Çakıroğlu, Erdinç; Department of Secondary Science and Mathematics Education (2011)
The purpose of this study was to explore an elementary mathematics teacher’s pedagogical reasoning on selection of learning activities. For this purpose, a teacher’s decisions and judgments while selecting activities for her mathematics lessons were examined. Qualitative case study was performed where; data was collected in the spring semester of 2008-2009 and in the fall semester of 2009-2010 academic year. The case of the study was a teacher who was known by using activities in her mathematics lessons. Re...
A teacher’s learning to implement cognitively high-level tasks to facilitate student thinking through coaching program
Aytekin Kazanç, Emine; Işıksal Bostan, Mine; Department of Elementary Education (2022-10-31)
In the present study, one of the purposes was to investigate an in-service teacher's (Aysu) knowledge of the cognitive demand of mathematical tasks in the algebra domain, particularly in the notion of slope, by engaging her in a mathematics coaching program. The second purpose was to examine the changes in the teacher's noticing skills and how her noticing skills progressed through the coaching stages, including planning, enacting, and review. Accordingly, coaching as a professional development model was de...
Citation Formats
A. Yılmaz and E. Çakıroğlu, “A mathematics teacher’s use of questions while teaching the concepts of lines and angles,” presented at the ERPA International Congresses on Education 2017, 18 - 21 May 2017, 2017, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/79765.