Conceptions of Turkish mathematics teachers about the effectiveness of classroom teaching

• Selda Yıldırım ^[1] ; Hüseyin Hüsnü Yıldırım ^[1]
  1. [1] Abant Izzet Baysal University

     Abant Izzet Baysal University

     Turquía

     
• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 50, Nº. 8, 2019, págs. 1152-1165
• Idioma: inglés
• DOI: 10.1080/0020739x.2019.1579929
• Texto completo no disponible (Saber más ...)
• Resumen

  • This study investigated how Turkish mathematics teachers evaluate the effectiveness of classroom teaching in terms of improving students’ mathematical proficiency. To this purpose, teachers were asked to evaluate a mathematics lesson as presented them in a vignette. By means of cluster analysis, the participants’ evaluations of the lesson were described in five thematic dimensions, which could be further assembled into two overriding categories: students’ understanding of the subject, and teachers’ classroom practices. The overall aim of the current paper is to propose a preliminary model of the framework that Turkish mathematics teachers use to evaluate a mathematics lesson.