Teachers as Investigators of Students’ Written Work: Does this Approach Provide an Opportunity for Professional Development?
Yazarlar (6)
İstanbul Aydın Üniversitesi, Türkiye
Prof. Dr. Makbule Gözde DİDİŞ KABAR
Orta Doğu Teknik Üniversitesi, Türkiye
Orta Doğu Teknik Üniversitesi, Türkiye
Orta Doğu Teknik Üniversitesi, Türkiye
Orta Doğu Teknik Üniversitesi, Türkiye
İstanbul Medeniyet Üniversitesi, Türkiye
| Bildiri Türü | Tebliğ/Bildiri |
| Bildiri Alt Türü | Tam Metin Olarak Yayınlanan Tebliğ (Uluslararası Kongre/Sempozyum) |
| Bildiri Niteliği | Alanında Hakemli Uluslararası Kongre/Sempozyum |
| Bildiri Dili | İngilizce |
| Kongre Adı | Eighth Congress of European Research in Mathematics Education (CERME 8 ) |
| Kongre Tarihi | 06-02-2013 / 10-02-2013 |
| Basıldığı Ülke | Türkiye |
| Basıldığı Şehir | Antalya |
| Bildiri Linki | http://www.mathematik.uni-dortmund.de/~erme/doc/CERME8/CERME8_2013_Proceedings.pdf |
| Özet |
| Middle East Technical University1 , Istanbul Medeniyet University2 The aim of the study was to examine how teachers’ investigation of students’ written works contributed to their professional development. The research was conducted at a public high school with the participation of six mathematics teachers and their students. The teachers have examined their students’ written works as products of their solutions for some modeling problems for 5-week period. The preliminary analyses showed that teachers’ collective examinations and interpretations of their students’ written works have contributed to their professional development in terms of their subject matter knowledge and pedagogical content knowledge. Moreover, the collaborative learning environment in the study had positive effects on the affective domain regarding teachers’ ways of knowing of students’ thinking. |
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