Selda Yıldırım, Hüseyin Hüsnü Yıldırım
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.
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