The purpose of the study is to examine the extended discourse formed by secondary school mathematics teachers and preservice mathematics teachers in response to the correct answers given by secondary school students to the questions and to reveal whether there is a difference in the expanded discourse styles used by teachers and preservice teachers. The research is a case study; which is one of the qualitative research methods. A measurement form consisting of five correct response scenarios has been developed by the researchers through literature review, and the final form has been given by expert view. Correct answer scenarios have been limited by numbers learning area. Finalized measurement tool has been applied to nine teachers and ten preservice teachers. The qualitative data obtained have been analyzed by content analysis method. According to the results of the analysis, it has been determined that when students give the correct answer to the questions, teachers create a discourse environment by using the types of intervention such as asking students to make more explanations, reward system, asking for different solutions. On the other hand, it has been revealed that the preservice teachers preferred to use the method of forming classroom discussions as well as asking teachers to make explanations, reward system, and asking for different solutions while considering the correct answers of students. It is observed that teachers mostly choose methods appropriate to teacher-centered traditional teaching strategies, while preservice teachers generally use methods appropriate to student-centered research and analysis strategy. Besides, it has been determined that while teachers generally preferred to use a single method, preservice teachers generally used more than one method.
|Konular||Eğitim, Eğitim Araştırmaları|
Yayımlanma Tarihi : 23 Aralık 2020
|APA||Erkoç, Ş , Yetim, S . (2020). Examining the Use of Expanded Discourse: Treatments of Secondary School Mathematics Teachers' and Preservice Teachers' the Correct Answer . International Journal of Educational Studies in Mathematics , 7 (4) , 236-249 . DOI: 10.17278/ijesim.811440|