Akademik Veri Yönetim Sistemi
Tezin Türü: Doktora
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü, Türkiye
Tezin Onay Tarihi: 2017
Öğrenci: PINAR GÜNER
Danışman: DİDEM AKYÜZ
Özet: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 purpose, lesson study process which included four lesson cycles regarding the subjects of perimeter, area, surface area and prism was conducted in a period of two months. The research took place during the 2014-2015 spring semester. Noticing skills of two senior preservice middle school mathematics teachers were addressed in this study. In data collection process, each phase of the lesson study was recorded with a video camera and the transcripts of video recordings, interviews, observations, lesson plans and field notes were used as data collection tools. An existing theoretical framework for learning to notice students’ mathematical thinking identified by van Es was applied for analyzing the data. Data analysis revealed that there was a gradual development in both preservice middle school mathematics teachers’ noticing of students’ mathematical thinking throughout the lesson study process. Furthermore, it was thought that five features of the lesson study which were collaboration, investigation on mathematical subject, observation and reflecting, focusing on specific mathematical domain and the cooperating teacher had an impact on the shift in preservice teachers’ noticing of students’ mathematical thinking.