Middle School Teachers' Views and Approaches to Implement Mathematical Tasks

Autor/inn/en	Yesildere-Imre, Sibel; Basturk-Sahin, Burcu Nur
Titel	Middle School Teachers' Views and Approaches to Implement Mathematical Tasks
Quelle	In: Educational Research and Reviews, 11 (2016) 23, S.2125-2137 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Middle School Teachers; Teacher Attitudes; Qualitative Research; Mathematics Teachers; Mathematics Curriculum; Mathematical Logic; Thinking Skills; Interviews; Observation; Comparative Analysis; Mathematical Concepts; Mathematics Education; Mathematics Instruction; Foreign Countries; Algebra; Case Studies; Turkey + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Qualitative Forschung; Mathematics; Mathematik; Mathematical logics; Mathematische Logik; Denkfähigkeit; Interviewing; Interviewtechnik; Beobachtung; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Ausland; Case study; Fallstudie; Case Study; Türkei
Abstract	This research examines middle school mathematics teachers' views regarding implementation of mathematical tasks and their enactments. We compare their views on tasks and their implementation, and determine the causes of difference between the two using qualitative research methods. We interview sixteen middle school mathematics teachers based on their professional experience and willingness, and observe task implementations of four. According to the data, we found that the teachers with the most professional experience have difficulty to implement the tasks, they have teacher-centred mentality and they make use of their own experiences as students than of the task itself. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01