Akademik Veri Yönetim Sistemi
Tezin Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü, Türkiye
Tezin Onay Tarihi: 2006
Öğrenci: OĞUZHAN DOĞAN
Danışman: ERDİNÇ ÇAKIROĞLU
Özet:The purpose of this study is to interpret observations of three 6th grade elementary mathematics classrooms throughout a unit in detail. Specifically, this study examined the patterns and traditions related with teaching practices in the context of teaching a unit, teaching a topic, and single lessons, and described frequently observed teaching features in mathematics lessons. This study presented a detailed description and analysis of teaching practices of three experienced mathematics teacher from three public elementary schools. The participated teachers were directly observed through teaching a different mathematics unit. The teaching and learning practices in each classroom was described and analyzed both separately and together. The results of this study indicated that teaching a mathematics unit could be described as the combination of separately taught topics where the sequences of topics are strictly determined by elementary mathematics curriculum. There was no specific practice aiming to construct relation between unit’s concepts and other school subjects, other mathematics concepts, and among these concepts. Teaching practices throughout a topic showed explicit similarities so that a pattern for teaching a topic can be described as demonstrating the new content, practicing the new content, and assigning and doing homework. It was not possible to draw a pattern for teaching practices in elementary mathematics lessons by using single lesson periods as a unit of analysis. ‘Practicing’ was the most occurred activity in elementary mathematics lessons. Based on the findings some suggestions for future research studies were proposed, and some implications for teachers, teacher educators and policy makers were delivered.