Akademik Veri Yönetim Sistemi
Tezin Türü: Doktora
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Türkiye
Tezin Onay Tarihi: 2014
Tezin Dili: İngilizce
Öğrenci: Sinem Baş
Eş Danışman: AYHAN KÜRŞAT ERBAŞ, BÜLENT ÇETİNKAYA
Özet:Teachers’ noticing, i.e. attending to and understanding of, students’ mathematical thinking is considered as a crucial component of teaching expertise. Research points out the pressing need for developing teachers’ abilities to notice students’ mathematical thinking through appropriate professional support, while also making sense of the dynamics of how such development occurs. The purpose of this study is to investigate evolution of teachers’ noticing of students’ mathematical thinking in the context of a professional development program based on principles of Models and Modeling Perspective. Case study approach was used as the strategy of inquiry. The study was conducted in 2011-2012 school year at two high schools, with the participation of four secondary mathematics teachers. The implementation of the program consisted of seven one-month periods, each of which included three one-week stages: an introductory meeting, implementation of the modeling task in teachers’ classrooms, and a follow-up meeting, respectively. One-to-one interviews were also conducted with each teacher after each follow up meeting. An existing framework for learning to notice students’ mathematical thinking was adopted and used for analyzing the data. Data analysis revealed that there was a gradual development in three of the four teachers’ ability to notice students’ mathematical thinking. Moreover, development of teachers’ ability to notice occurred in different trajectories. These different trajectories provide clues about components of the professional development program that might have an influence on teachers’ development. Implications of the findings for teachers, teacher educators and professional development program developers, and issues for further research are also discussed.