Matematik öğretmen adaylarının teknoloji kullanımının sosyomatematiksel norm perspektifinden incelenmesi

2021-10-01
This study investigates how pre-service mathematics teachers integrate technology into their classroom practices, which normative behaviour they formulate in the classroom and the relationship between such behaviour and the integration process of technology. The study integrates two frameworks, the Instrumental Orchestration and Sociomathematical Norms (SMNs), to examine technology-enhanced classrooms’ micro-cultures. We observed two pre-service mathematics teachers who were the participants of a four-month teacher preparation programme regarding how effectively they used technological tools in line with their endorsed SMNs utilizing a multiple holistic case study. We analysed the data considering eight instrumental orchestration types and six SMNs (three of which emerged from the data). The results indicate a relation between how effectively the pre-service teachers used technological tools in their teaching and whether their endorsed SMNs have a mathematical basis. Although the two pre-service mathematics teachers used the same instrumental orchestration types, the variety of SMNs they endorsed indicated successful technology integration. By integrating an SMN perspective into the instrumental orchestration framework, the study gives researchers and teacher educators insights into the context of the socio-cultural aspect of technology integration.
International Journal of Mathematical Education in Science and Technology

Suggestions

A Case study on middle grade mathematics teachers’ use of questioning in teaching lines and angles
Yılmaz, Ayşenur; Çakıroğlu, Erdinç; Department of Elementary Education (2018)
The purpose of the study was to identify tools that help teachers to use in teacher questioning in middle-grade mathematics classrooms. In addition to this, the study aimed to examine teachers’ questioning behaviors concerning teachers' question types and the interaction among the tools for questioning and question types. This study was applied a multiple case with two middle grade mathematics teachers. The participant teachers were video recorded for the lines and angles topic. In one of the classroom, tec...
Investigating preservice middle school mathematics teachers’ noticing of students’ mathematical thinking in the context of lesson study /
Güner, Pınar; Akyüz, Didem; Department of Elementary Education (2017)
The purpose of the current study was to examine preservice middle school mathematics teachers’ noticing of students’ mathematical thinking in the context of lesson study professional development model and determine whether any changes took place in their noticing skills. Qualitative research methodology, in particular, case study was used in order to elaborate what and how preservice teachers notice during lesson study phases which are planning, teaching, reflecting, re teaching and re-reflecting. With this...
Middle school mathematics teachers’ mathematical practices in teaching slope, linear equations, and graphs in technology enhanced classroom environment
Yemen Karpuzcu, Seçil; Işıksal Bostan, Mine; Department of Elementary Education (2017)
The aim of this study was to examine an in-service middle school mathematics teacher’s mathematical practices in teaching slope, linear equations and graphs in a technology enhanced classroom environment while enacting an instructional sequence that was designed based on the national curriculum. The technology utilized in the study was GeoGebra materials within computers that were developed by the teacher and the researcher to be used for the instructional sequence. The data was collected during the spring ...
An Investigation of preservice middle school mathematics teachers’ formative assessment approaches through lesson planning
Kaplan, Gözde; Haser, Çiğdem; Department of Elementary Science and Mathematics Education (2015)
The aim of this study was to investigate the views and practices of early childhood teachers on differentiation. In order to explore the research questions, 19 pre-kindergarten and kindergarten teachers of an International Baccalaureate (IB) world school in Turkey were interviewed about differentiation, their written curriculum documents were analyzed, and the classrooms were observed. This study was designed and conducted as a qualitative case study. As the case, an authorized International Baccalaureate P...
Teachers’ knowledge of content and students about the functıon concept and ıts ınterrelatıon wıth student learnıng outcomes ın vocatıonal hıgh schools
Hatisaru, Vesife; Erbaş, Ayhan Kürşat; Korkmaz, Belgin; Department of Secondary Science and Mathematics Education (2013)
The present study aimed to identify the teachers’ knowledge of content and students in vocational high schools, and investigate the patterns of interrelation between teachers’ knowledge of content and students, and their students’ learning outcomes with respect to one of the most challenging concepts in secondary school mathematics curriculum, the function concept. To achieve the former, a questionnaire was administered to 42 teachers to identify their knowledge of content and students about the function co...
Citation Formats
R. Savuran, “Matematik öğretmen adaylarının teknoloji kullanımının sosyomatematiksel norm perspektifinden incelenmesi,” International Journal of Mathematical Education in Science and Technology, no. (In print), pp. 1–25, 2021, Accessed: 00, 2021. [Online]. Available: https://www.tandfonline.com/doi/full/10.1080/0020739X.2021.1966529.