Improving Turkish beginning mathematics teachers' instruction: Using five practices to maintain cognitively demanding tasks
This qualitative case study investigated the improvement of two beginning middle school mathematics teachers' instruction to implement cognitively demanding tasks and to orchestrate productive discussions by using five practices framework. For this purpose, the study was carried out in two phas...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Octagon Education Services
2023-10-01
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| Series: | Journal of Pedagogical Sociology and Psychology |
| Subjects: | |
| Online Access: | https://www.j-psp.com/download/improving-turkish-beginning-mathematics-teachers-instruction-using-five-practices-to-maintain-13794.pdf |
| _version_ | 1797637420494094336 |
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| author | Osman Bağdat Hüseyin Bahadır Yanık |
| author_facet | Osman Bağdat Hüseyin Bahadır Yanık |
| author_sort | Osman Bağdat |
| collection | DOAJ |
| description | This qualitative case study investigated the improvement of two beginning middle school mathematics teachers' instruction to implement cognitively demanding tasks and to orchestrate productive discussions by using five practices framework. For this purpose, the study was carried out in two phases: pre and during the professional development (PD). Data were collected through classroom observations, student artifacts, interviews, and teachers' planning and monitoring documents. The results displayed that, before the professional development, teachers did not make plans based on student thinking, not provide adequate time for students to explore the tasks, not build an environment based on classroom discussions, and they usually implemented cognitively low-demanding tasks. Along with the professional development, teachers deeply considered on the purpose of cognitively demanding tasks, but didn't reach an expected level on detailed anticipating. They constructed a classroom setting based on students' exploration of tasks and consideration of multiple solutions. They purposefully selected and sequenced different solutions, initiate discussions to connect students' approaches and underlying concepts. However, they didn't reach the expected level of making connections among different solutions. Eventually, they mostly maintained the cognitive demand of high-level tasks in the professional development period. |
| first_indexed | 2024-03-11T12:48:08Z |
| format | Article |
| id | doaj.art-d7b6e06250054000b970496b017f9fe2 |
| institution | Directory Open Access Journal |
| issn | 2687-3788 |
| language | English |
| last_indexed | 2024-03-11T12:48:08Z |
| publishDate | 2023-10-01 |
| publisher | Octagon Education Services |
| record_format | Article |
| series | Journal of Pedagogical Sociology and Psychology |
| spelling | doaj.art-d7b6e06250054000b970496b017f9fe22023-11-04T08:51:45ZengOctagon Education ServicesJournal of Pedagogical Sociology and Psychology2687-37882023-10-01538911110.33902/jpsp.202323636Improving Turkish beginning mathematics teachers' instruction: Using five practices to maintain cognitively demanding tasksOsman Bağdat0Hüseyin Bahadır Yanık1Anadolu University, Faculty of Education, Department of Mathematics Education, Eskişehir, TürkiyeAnadolu University, Faculty of Education, Department of Mathematics Education, Eskişehir, TürkiyeThis qualitative case study investigated the improvement of two beginning middle school mathematics teachers' instruction to implement cognitively demanding tasks and to orchestrate productive discussions by using five practices framework. For this purpose, the study was carried out in two phases: pre and during the professional development (PD). Data were collected through classroom observations, student artifacts, interviews, and teachers' planning and monitoring documents. The results displayed that, before the professional development, teachers did not make plans based on student thinking, not provide adequate time for students to explore the tasks, not build an environment based on classroom discussions, and they usually implemented cognitively low-demanding tasks. Along with the professional development, teachers deeply considered on the purpose of cognitively demanding tasks, but didn't reach an expected level on detailed anticipating. They constructed a classroom setting based on students' exploration of tasks and consideration of multiple solutions. They purposefully selected and sequenced different solutions, initiate discussions to connect students' approaches and underlying concepts. However, they didn't reach the expected level of making connections among different solutions. Eventually, they mostly maintained the cognitive demand of high-level tasks in the professional development period.https://www.j-psp.com/download/improving-turkish-beginning-mathematics-teachers-instruction-using-five-practices-to-maintain-13794.pdfFive practicesCognitive demandBeginning mathematics teachersProfessional development. |
| spellingShingle | Osman Bağdat Hüseyin Bahadır Yanık Improving Turkish beginning mathematics teachers' instruction: Using five practices to maintain cognitively demanding tasks Journal of Pedagogical Sociology and Psychology Five practices Cognitive demand Beginning mathematics teachers Professional development. |
| title | Improving Turkish beginning mathematics teachers' instruction: Using five practices to maintain cognitively demanding tasks |
| title_full | Improving Turkish beginning mathematics teachers' instruction: Using five practices to maintain cognitively demanding tasks |
| title_fullStr | Improving Turkish beginning mathematics teachers' instruction: Using five practices to maintain cognitively demanding tasks |
| title_full_unstemmed | Improving Turkish beginning mathematics teachers' instruction: Using five practices to maintain cognitively demanding tasks |
| title_short | Improving Turkish beginning mathematics teachers' instruction: Using five practices to maintain cognitively demanding tasks |
| title_sort | improving turkish beginning mathematics teachers instruction using five practices to maintain cognitively demanding tasks |
| topic | Five practices Cognitive demand Beginning mathematics teachers Professional development. |
| url | https://www.j-psp.com/download/improving-turkish-beginning-mathematics-teachers-instruction-using-five-practices-to-maintain-13794.pdf |
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