Year 2020, Volume 11 , Issue 3, Pages 774 - 813 2020-12-15

Development of Mathematics Teachers’ Moves That Support Students’ Higher Order Thinking Skills through Lesson Study
Matematik Öğretmenlerinin Öğrenci Sorgulamasını Destekleyen Eylemlerinin Ders İmecesi Boyunca Gelişimi

Cemre PEHLİVAN [1] , Esra BUKOVA GUZEL [2]


As part of a comprehensive study that aims to develop teaching practices that trigger higher order thinking through the lesson study model, this study focuses on examining the development of teachers' moves. Following a case study design, the study examined the development of the teacher moves that two mathematics teachers did to support their students’ reasoning during the lesson study. The data were based on the video recordings of the research and revision lessons that the two teachers conducted in their sixth grade mathematics classes. With a focus on the teacher moves for supporting students’ reasoning, all lesson transcripts were analyzed according to the “Teacher Moves For Supporting Student Reasoning” framework (Ellis, Özgür & Reiten, 2019). To ensure consistency in coding, each transcript was first parsed into topically related sets. These sets are small episodes with a natural ending, including discussions between: the teacher and student groups, the teacher and the whole class, or the teacher and student(s). Teacher moves in each episode were coded according to the mentioned framework, which organizes 32 different pedagogical moves into four categories: eliciting, responding, facilitating, and extending. The results of the research show that the frequency of the high-potential moves used by both mathematics teachers increased throughout the year. It was also seen that the category of “Extending Student Reasoning” moves, which was used by the teachers at the lowest rate during the first cycle of the lesson study, was the most developed throughout the study. Thus, it was found that the participant teachers’ instructional practices developed as evidenced by their increased use of teacher moves that trigger students’ high-order thinking skills. For future studies it is recommended to introduce the analysis framework to the participant teachers at the beginning of the study and then examine the development of teacher moves with this awareness.
Bu çalışmada, ders imecesi modeli ile üst düzey düşünmeyi tetikleyici öğretim uygulamalarının geliştirilmesinin amaçlandığı geniş kapsamlı bir araştırmanın öğretmen eylemlerinin gelişimi ile ilgili bölümüne odaklanılmıştır. Araştırmanın verileri, iki öğretmenin araştırma ve revizyon derslerinin video kayıtlarına dayanmaktadır. Derslerin video kayıtları birebir yazıya aktarılmış ve öğretmen eylemleri Ellis, Özgür ve Reiten’in (2019) geliştirdiği “Öğrenci Muhakemesini Destekleyen Öğretmen Eylemleri” çerçevesine göre analiz edilmiştir. Transkriptlerin analize hazır hale getirilmesi için her bir ders içerisinde öğrenci-öğretmen diyalogları belirli bölümlere ayrılmıştır. Bölümlere ayırma öğretmen-öğrenci çalışma grupları, öğretmen-sınıf tartışması ve öğretmen-öğrenci diyaloglarının belirli bir bağlam içerisinde gerçekleştiği başlangıç ve bitiş kısımlarının belirlenmesiyle yapılmıştır. Her bir bölümdeki öğretmen eylemleri öğrenci muhakemesini/düşüncesini açığa çıkarma, öğrencinin katkısına/düşüncesine karşılık verme, öğrenci muhakemesini destekleme ve öğrenci muhakemesini genişletme/geliştirme olmak üzere çerçevede dört ana grup altında yer alan 32 farklı öğretmen eylemine göre kodlanmıştır. Yapılan analizler sonucunda iki matematik öğretmeninin de öğrencileri üst düzey düşünmeye teşvik etmek için kullandığı yüksek potansiyelli eylem oranlarının yıl boyunca arttığı belirlenmiştir. Birinci ders döngüsü boyunca öğretmenler tarafından en düşük oranda kullanılan “öğrenci muhakemesini genişletme” eylem kategorisinin süreç içerisinde en çok geliştiği görülmüştür. Ders imecesi ile öğrenci düşünmesine odaklanarak tasarlanan öğretim uygulamalarının, öğrencilerin üst düzey düşünme becerilerini tetikleyici öğretmen eylemlerini arttırdığı görülmüştür. İlerleyen çalışmalarda ders imecesine katılacak öğretmenlere sürecin başında analiz çerçevesinin tanıtılması ve bu farkındalıkla öğretmen eylemlerindeki gelişimin incelenmesi önerilmektedir.
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Primary Language en
Subjects Education and Educational Research
Journal Section Research Articles
Authors

Orcid: 0000-0002-3507-0821
Author: Cemre PEHLİVAN
Institution: DOKUZ EYLÜL ÜNİVERSİTESİ
Country: Turkey


Orcid: 0000-0001-7571-1374
Author: Esra BUKOVA GUZEL (Primary Author)
Institution: DOKUZ EYLÜL ÜNİVERSİTESİ, BUCA EĞİTİM FAKÜLTESİ
Country: Turkey


Dates

Publication Date : December 15, 2020

Bibtex @research article { turkbilmat683535, journal = {Turkish Journal of Computer and Mathematics Education (TURCOMAT)}, issn = {}, eissn = {1309-4653}, address = {}, publisher = {Türkbilmat Eğitim Hizmetleri}, year = {2020}, volume = {11}, pages = {774 - 813}, doi = {10.16949/turkbilmat.683535}, title = {Development of Mathematics Teachers’ Moves That Support Students’ Higher Order Thinking Skills through Lesson Study}, key = {cite}, author = {Pehli̇van, Cemre and Bukova Guzel, Esra} }
APA Pehli̇van, C , Bukova Guzel, E . (2020). Development of Mathematics Teachers’ Moves That Support Students’ Higher Order Thinking Skills through Lesson Study . Turkish Journal of Computer and Mathematics Education (TURCOMAT) , 11 (3) , 774-813 . DOI: 10.16949/turkbilmat.683535
MLA Pehli̇van, C , Bukova Guzel, E . "Development of Mathematics Teachers’ Moves That Support Students’ Higher Order Thinking Skills through Lesson Study" . Turkish Journal of Computer and Mathematics Education (TURCOMAT) 11 (2020 ): 774-813 <https://dergipark.org.tr/en/pub/turkbilmat/issue/58294/683535>
Chicago Pehli̇van, C , Bukova Guzel, E . "Development of Mathematics Teachers’ Moves That Support Students’ Higher Order Thinking Skills through Lesson Study". Turkish Journal of Computer and Mathematics Education (TURCOMAT) 11 (2020 ): 774-813
RIS TY - JOUR T1 - Development of Mathematics Teachers’ Moves That Support Students’ Higher Order Thinking Skills through Lesson Study AU - Cemre Pehli̇van , Esra Bukova Guzel Y1 - 2020 PY - 2020 N1 - doi: 10.16949/turkbilmat.683535 DO - 10.16949/turkbilmat.683535 T2 - Turkish Journal of Computer and Mathematics Education (TURCOMAT) JF - Journal JO - JOR SP - 774 EP - 813 VL - 11 IS - 3 SN - -1309-4653 M3 - doi: 10.16949/turkbilmat.683535 UR - https://doi.org/10.16949/turkbilmat.683535 Y2 - 2020 ER -
EndNote %0 Türk Bilgisayar ve Matematik Eğitimi Dergisi Development of Mathematics Teachers’ Moves That Support Students’ Higher Order Thinking Skills through Lesson Study %A Cemre Pehli̇van , Esra Bukova Guzel %T Development of Mathematics Teachers’ Moves That Support Students’ Higher Order Thinking Skills through Lesson Study %D 2020 %J Turkish Journal of Computer and Mathematics Education (TURCOMAT) %P -1309-4653 %V 11 %N 3 %R doi: 10.16949/turkbilmat.683535 %U 10.16949/turkbilmat.683535
ISNAD Pehli̇van, Cemre , Bukova Guzel, Esra . "Development of Mathematics Teachers’ Moves That Support Students’ Higher Order Thinking Skills through Lesson Study". Turkish Journal of Computer and Mathematics Education (TURCOMAT) 11 / 3 (December 2020): 774-813 . https://doi.org/10.16949/turkbilmat.683535
AMA Pehli̇van C , Bukova Guzel E . Development of Mathematics Teachers’ Moves That Support Students’ Higher Order Thinking Skills through Lesson Study. Turkish Journal of Computer and Mathematics Education (TURCOMAT). 2020; 11(3): 774-813.
Vancouver Pehli̇van C , Bukova Guzel E . Development of Mathematics Teachers’ Moves That Support Students’ Higher Order Thinking Skills through Lesson Study. Turkish Journal of Computer and Mathematics Education (TURCOMAT). 2020; 11(3): 774-813.
IEEE C. Pehli̇van and E. Bukova Guzel , "Development of Mathematics Teachers’ Moves That Support Students’ Higher Order Thinking Skills through Lesson Study", Turkish Journal of Computer and Mathematics Education (TURCOMAT), vol. 11, no. 3, pp. 774-813, Dec. 2020, doi:10.16949/turkbilmat.683535