Teacher's noticing and noticing strategies about student's thinking in the context of mathematical modeling activities

dc.contributor.authorBiber, Belma Türker
dc.contributor.authorÖzdemir, I. Elif Yetkin
dc.date.accessioned2021-12-13T05:11:38Z
dc.date.available2021-12-13T05:11:38Z
dc.date.issued2021
dc.departmentEğitim Fakültesi
dc.description.abstractThis study aims to examine teacher's noticing and noticing strategies towards student's mathematical thinking process. The case study was conducted in the lessons of a mathematics teacher teaching at the seventh grade level of a middle school in Ankara. Data was collected through semi-structured interviews with the teacher, in-class video recordings, student observations, and documents obtained from student studies. Four modeling activities relating statistical subjects were used to observe student's thinking process. The collected data were analyzed by content analysis and descriptive analysis method. There were figured out 3 categories of teacher's noticing about student thinking: (a) conceptual understanding (b) procedural understanding (c) mathematical language use. It has been found that the teacher's noticing about student's thinking is mostly focused on conceptual understandings. Regarding the teacher's noticing strategies, the following categories were reached: a) Identification and description, (b) evaluation and interpretation, and (c) justification. The teacher defined the situations that she noticed in her students during the appropriate model development process as repetition, overhearing, and biased hearing. She interpreted the process or result of the situations she noticed and made various assessments. In justifying her comments, she presented evidence from students' rhetoric/behavior or offered predictions/assumptions based on her knowledge and expectations about their students.
dc.identifier.doi10.9779/pauefd.761629
dc.identifier.endpage553en_US
dc.identifier.issn1301-0085
dc.identifier.issn1309-0275
dc.identifier.issue1en_US
dc.identifier.startpage521en_US
dc.identifier.urihttps:/dx.doi.org/10.9779/pauefd.761629
dc.identifier.urihttps://hdl.handle.net/20.500.12451/8924
dc.identifier.volume53en_US
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.language.isoen
dc.publisherPamukkale Üniversitesi
dc.relation.ispartofPamukkale Üniversitesi Eğitim Fakültesi Dergisi
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectTeacher's Noticing
dc.subjectTeacher's Noticing Strategies
dc.subjectMathematical Modeling
dc.subjectStudent Thinking
dc.titleTeacher's noticing and noticing strategies about student's thinking in the context of mathematical modeling activities
dc.title.alternativeMatematiksel modelleme etkinlikleri bağlamında öğrenci düşünmelerine yönelik öğretmen farkındalığı ve fark etme stratejileri
dc.typeArticle

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